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Journal articles on the topic 'Academic writing conventions'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Thonney, Teresa. "Teaching the Conventions of Academic Discourse." Teaching English in the Two-Year College 38, no. 4 (2011): 348–62. http://dx.doi.org/10.58680/tetyc201115234.

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Lillis, Theresa. "New Voices in Academia? The Regulative Nature of Academic Writing Conventions." Language and Education 11, no. 3 (1997): 182–99. http://dx.doi.org/10.1080/09500789708666727.

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Afet, Guliyeva. "The Challenges of Teaching Academic Writing That English Teachers Face in Azerbaijan." International Journal of Social Science and Human Research 07, no. 07 (2024): 4616–20. https://doi.org/10.5281/zenodo.12663667.

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English educators in Azerbaijan have several obstacles when it comes to instructing learners in the realm of academic writing. These issues arise from the diverse levels of language competence among students, the emphasis on rote memorization rather than analytical thinking, and the restricted availability of contemporary educational materials. To overcome these disparities, it is essential to adopt a multifaceted strategy that encompasses the improvement of linguistic proficiency, the alignment of pedagogical techniques with cultural conventions, and the mitigation of limitations in resources

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Bhandari, Bhim Lal, and Sabina Bhandari. "Basics of Academic Writing in English." Kaladarpan कलादर्पण 5, no. 1 (2025): 82–90. https://doi.org/10.3126/kaladarpan.v5i1.74737.

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Writing an academic paper is a challenging task that demands advanced linguistic skills and adherence to the standards of academic writing in higher education. Academic writing is a formal, structured, and evidence-based mode of communication designed to convey knowledge objectively and persuasively within scholarly contexts. This paper aims to explore the basics of academic writing in English. It briefly discusses its major characteristic features, basic conventions, the politics of academic language and its spirit. The findings suggest that academic writing is a rigorous, evidence-based proc

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Cheung, Yin Ling, and Louwena Lau. "Authorial voice in academic writing." Ibérica, no. 39 (January 2, 2020): 215–42. http://dx.doi.org/10.17398/2340-2784.39.215.

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Academic writers represent themselves in their texts in different ways, notably through use of first person pronouns to construct an authorial voice and enhance arguments. This study examines how expert writers in the disciplines of Literature and Computer Science use first person pronouns. The hypothesis is that in the absence of objective fact, Literature writers resort to frequent use of first person pronouns backed by stronger authorial roles to build credibility and convince readers, while Computer Science writers avoid first person pronouns in line with conventional wisdom in the hard sc

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Gotti, Maurizio. "Building and Breaking Discursive Conventions in Academic Writing." Armenian Folia Anglistika 6, no. 1-2 (7) (2010): 7–29. http://dx.doi.org/10.46991/afa/2010.6.1-2.007.

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The present article examines the complex and constantly developing relations between characteristics typical of academic discourse and individual style. The analysis has been conducted from the diachronic perspective since it compares the argumentative styles of various authors in different stages of the development of English academic and particularly of economic discourse. Analyzing the authorial identity as an element of discourse identity in the works of two celebrated scholars Robert Boil and John M. Mains, the article demonstrates how the leading scholars contribute to the establishment

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Arizmendi González, Graciela, Rebecca Day Babcock, and Amy Hodges. "Academic Writing Conventions Traveling by Negotiation with Reviewers." FIGURAS REVISTA ACADÉMICA DE INVESTIGACIÓN 5, no. 1 (2023): 8–23. http://dx.doi.org/10.22201/fesa.26832917e.2023.5.1.291.

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Accomplishing a publication in English represents a challenge for scholars in Mexico (Hanauer and Englander 2011; Diaz-Sosa and González-Videgaray 2019, 39), where Spanish is the national language and academic writing mentors are scant. Like Bal (2002), this narrative explores the concept of Academic Writing Conventions (AWCs) in English as an additional language that traveled through interactions between a Mexican scholar and reviewers of research articles for publication. The narrative allowed the researchers to identify the AWCs concept based on the analysis of the narrated data gathered fr

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Ricaforte, Lhuillier B. "Social Media Exposure and Usage of Cyber Slang: Bases in Examining the Academic Writing Conventions of the Students." Shanti Journal 1, no. 1 (2022): 229–54. http://dx.doi.org/10.3126/shantij.v1i1.47906.

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The study established the relation of social media exposure and cyber slang usage towards the academic writing conventions of the Grade ten students of Kumalarang National High School, Kumalarang Zamboanga del Sur, Philippines. The study has been conducted in the second semester of the school year 2020-2021 and has utilized the descriptive statistics such as percentage, weighted mean as a measure of average, and standard deviation as a measure of variability of numerical observations in order to determine the levels of the students’ exposure to social media, cyber slang, and academic writing c

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Mumin, Mas Ayu. "The Academic Dilemma on the Use of Proof Readers in Academic Assignments." World Journal of English Language 12, no. 4 (2022): 16. http://dx.doi.org/10.5430/wjel.v12n4p15.

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It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed bo

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Mumin, Mas Ayu. "The Academic Dilemma on the Use of Proof Readers in Academic Assignments." World Journal of English Language 12, no. 4 (2022): 16. http://dx.doi.org/10.5430/wjel.v12n4p16.

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It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed bo

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But, Iuliia Evgenievna. "Adapting to a Disciplinary Discourse: A Redesigned Course for MA History Students." Journal of Academic Writing 10, no. 1 (2020): 165–70. http://dx.doi.org/10.18552/joaw.v10i1.609.

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For most MA programs, it is common to enroll students with different BA degrees. The MA students who have changed their discipline are required to adopt a new disciplinary discourse and learn to write academic texts in line with appropriate genres and conventions. This study exemplifies an attempt to redesign the academic writing course for MA History programs at the Ural Federal University in order to ease the difficulties faced by students with non-history backgrounds. The essence of the redesign was to enhance the traditional teaching by demonstrating fundamental dissimilarities between his

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Khairul, Hisyam Baharuddin, Syima Mohd Nasir Nazatul, and Stark Alexander. "Enhancing Academic Essay Writing through the Effective Use of Checklist." Malaysia Journal of Invention and Innovation 2, no. 6 (2023): 60–63. https://doi.org/10.5281/zenodo.8115398.

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Many students struggle to meet the rigorous standards and expectations of scholastic writing, despite the importance of academic essay writing skills to students' academic success. Consequently, the resulting essays frequently lack coherence, organization, and adherence to academic standards. Inadequate writing skills not only hinder students' ability to convey their ideas and arguments effectively, but also have a negative influence on their overall academic performance. Therefore, it is imperative to address this issue and provide effective interventions that can improve students&#39

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Mustafa, Mutakhirani, Syihabuddin, and Irma Syahriani. "Genre_Based SFL Analysis of Academic Writing in English: Investigating Linguistic Features and Genre Conventions in Student's Essay." Elite : English and Literature Journal 10, no. 1 (2023): 1–14. http://dx.doi.org/10.24252/elite.v10i1.36563.

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This study aims to conduct a genre-based and systemic functional linguistic (SFL) analysis of academic writing in higher education, with a focus on linguistic features and genre conventions in student essays. The research method used in this study is qualitative research. Specifically, the study uses a case study research design, where the focus is on a single limited case (in this case, student essays in academic writing in higher education). The research method involves collecting and analyzing data through a systematic and detailed examination of the linguistic features and genre convention

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Ha, Shin Young, and Hyekyung Lee. "A Case Study on Academic Writing Class for Foreign Students Using E-mail Genre Writing." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 9 (2023): 391–408. http://dx.doi.org/10.22251/jlcci.2023.23.9.391.

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Objectives The purposes of this study were to identify the genre conventions of request e-mails and to analyze the international students’ e-mails based on extra-text conventions and intra-text conventions. Methods We designed a genre-based writing education model of e-mail and applied it to the class. Right after the class, the first task was given to the students to write an requesting e-mail and after 5 weeks, the second task was conducted on a similar topic in the midterm exam to analyze the results of the class. Results Students made few errors in writing appropriate content f

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Dr., Abdul Jabbar Dr. Jarrar Ahamad &. Mohd Gufran Barkati. "ACADEMIC WRITING INSTRUCTIONS IN COMBATING PLAGIARISM AND PROMOTING INTEGRITY." Scholarly Research Journal for Interdisciplinary studies 13, no. 84 (2024): 20–25. https://doi.org/10.5281/zenodo.13832787.

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<em>Academic writing is undeniably crucial for academic development and career advancement. University faculties are often assessed based on their adherence to academic writing standards. To thrive in their academic careers, university teachers must familiarize themselves with various academic conventions and subject-specific disciplinary requirements. This article aims to support faculty members within the higher education system, as well as Ph.D. scholars, in enhancing their academic writing proficiency and effectiveness.</em>

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Carbone, Paula M., and Marjorie Faulstich Orellana. "Developing Academic Identities: Persuasive Writing as a Tool to Strengthen Emergent Academic Identities." Research in the Teaching of English 44, no. 3 (2010): 292–316. http://dx.doi.org/10.58680/rte20109837.

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This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students’ implicit understandings of the requirements of academic voice. Through comparisons of each student’s texts, strategies for taking up academic voices become more transparent. We provide analytic tools with which to reframe how student essays that may not conform to expected conventions of academic writing might be read by teachers, and we suggest that instructional inter

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Lew, Kristen, and Juan Pablo Mejía-Ramos. "Linguistic Conventions of Mathematical Proof Writing at the Undergraduate Level: Mathematicians' and Students' Perspectives." Journal for Research in Mathematics Education 50, no. 2 (2019): 121–55. http://dx.doi.org/10.5951/jresematheduc.50.2.0121.

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This study examined the genre of undergraduate mathematical proof writing by asking mathematicians and undergraduate students to read 7 partial proofs and identify and discuss uses of mathematical language that were out of the ordinary with respect to what they considered conventional mathematical proof writing. Three main themes emerged: First, mathematicians believed that mathematical language should obey the conventions of academic language, whereas students were either unaware of these conventions or unaware that these conventions applied to proof writing. Second, students did not fully un

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Weatherall, Ruth. "Writing the doctoral thesis differently." Management Learning 50, no. 1 (2018): 100–113. http://dx.doi.org/10.1177/1350507618799867.

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Writing a doctoral thesis is a testament to years of anxiety, excitement, confusion, terror and passion. A thesis is, however, much more than just an output of learning. It is a formative process through which a doctoral student learns what it means to be a researcher. The doctoral thesis as a form of academic writing has, however, received scant attention in organisational studies. My decision to write my thesis differently inspired me to think deeply about the conventions and procedures of doctoral writing. How is it that doctoral students write? What conventions govern them? And how could d

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Strochenko, Lesia, Valeriia Smaglii, Chetaikina Viktoriia, and Svitlana Yukhymets. "Academic Writing for Postgraduates Across Disciplines: A Lexico-syntactic Perspective." Arab World English Journal 16, no. 1 (2025): 285–97. https://doi.org/10.24093/awej/vol16no1.17.

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Postgraduate academic writing is an essential skill that students must acquire, but mastering its conventions continues to be problematic, particularly for foreign English-speaking students. This study examines postgraduate students’ lexico-syntactic trends in academic writing across various disciplines. With a mixed-methods approach, data were collected from 150 postgraduate students through surveys, a corpus of 100 academic texts, and semi-structured interviews with 10 academic writing instructors. The findings reveal that building arguments, selecting appropriate academic vocabulary, and ac

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McIntosh, Shona, and Sarah Ruth Lillo Kang. "Critical Reflections on Collaborative Writing." Qualitative Studies 8, no. 1 (2023): 363–87. http://dx.doi.org/10.7146/qs.v8i1.136816.

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Drawing on our experience of creating an innovative co-edited book form, we consider the risks and possibilities of experimentation in high-stakes writing and editorial work. Writing and editing conventions that value parsimony, individuality and objectivity can result in sparse writing styles that disconnect authors from their texts. In applied disciplines, such as Education, academic writing can be a barrier to communication with practitioners and fail to connect research to practice. To foster a connection, academics, educators, practitioners and alumni were grouped to undertake dialogue-ce

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Ali, Sadia. "A Multidimensional Analysis of Academic Writing: A Comparative Study of Saudi and British University Students’ Writing." World Journal of English Language 14, no. 2 (2024): 452. http://dx.doi.org/10.5430/wjel.v14n2p452.

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Academic writing is one of the most crucial skills for university students across the globe; however, the conventions of writing vary across different cultures. This research study used a multidimensional approach to analyze Saudi students' writings compared to British students. A specialized corpus of Saudi academic English writing (CSAEW) was developed to explore interdisciplinary lexico-grammatical patterns. The data was collected from the undergraduate students enrolled in the universities from three regions across the Kingdom. The CSAEW was compared with the British Academic Writing Engli

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Gildore, Phyll Jhann, Azmeer Hasann Uka, and Jonathan Yting. "Error Analysis of Academic Essays of Senior High School Students." Journal Corner of Education, Linguistics, and Literature 3, no. 2 (2023): 141–56. http://dx.doi.org/10.54012/jcell.v3i2.224.

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Students commit errors in their writing compositions due to their lack of English language proficiency and knowledge of the writing conventions. This study sought to analyze the errors committed by Senior High School (SHS) students of the University of Mindanao in their academic essays. The study utilized Corder’s error analysis to examine 100 academic essays of students. The results revealed that under the categories of errors, mechanics has the most problematic errors with 514 error counts (46.98%), followed by omission with 228 error counts (20.84%), addition with 190 error counts (17.37%),

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Boginskaya, Olga A. "Disciplinary, generic and culture-specific writing conventions: Which matter in English-language academic writing by Russian authors?" Vestnik Tomskogo gosudarstvennogo universiteta. Filologiya, no. 92 (2024): 5–21. https://doi.org/10.17223/19986645/92/1.

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The article deals with insufficiently studied academic prose by Russian writers who have been actively using English in academic settings only for the last fifteen years. To meet the requirements of international academia, Russian scholars need to have a good command of English for performing academic tasks, including publishing their research findings in international journals in order to get promoted in the field. The study has been inspired by the increasing interest in variations in the use of metadiscourse in English academic texts across disciplinary boundaries. Its main focus is on the

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Шайкенова, Д., and Сауле Тулепова. "THE IMPORTANCE OF HEDGING IN ACADEMIC WRITING." Педагогика и методы обучения 61, no. 4 (2022): 6–13. http://dx.doi.org/10.47344/sdu20bulletin.v61i4.862.

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Academic writing in the English language must comply with certain rules and conventions accepted in the scientific communicative culture. Writers should be careful in expressing their statements and try to soften the claims to avoid being extremely categorical. One of the ways to achieve this is using hedging techniques. Therefore, teaching hedging strategy should become an obligatory aspect in the development of EFL (English as a foreign language) learners’ academic writing competence. The article presents definitions of hedging from different points of view, the importance of using this stra

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Hardianti, Sitti, and Yusniati N.Sabata. "The Effectiveness of The Academic Writing Course on The Writing Techniques of English Language Education Students." Qalam : Jurnal Ilmu Kependidikan 14, no. 1 (2025): 62–67. https://doi.org/10.33506/jq.v14i1.4536.

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This study examines the effectiveness of the Academic Writing course in enhancing the writing skills of third-semester university students. The research specifically investigates improvements in technical writing aspects such as punctuation, capitalization, grammar, vocabulary, and the construction of coherent and logically structured paragraphs. Employing a qualitative descriptive approach, data were collected through quisionnaire, analysis of students’ written assignments. The findings demonstrate that the Academic Writing course significantly contributes to the improvement of students’ writ

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Hyland, Ken. "Writing in the university: education, knowledge and reputation." Language Teaching 46, no. 1 (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 a

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Patterson, Shelagh Wilson. "Does Every Lesbian Have a Superpower that Makes Them Out and Not Dead by Suicide?: A Poetics against Standardizing Literacy Narratives." Literacy in Composition Studies 9, no. 2 (2022): 1–27. http://dx.doi.org/10.21623/1.9.2.2.

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This essay, in three parts plus a conclusion, is a performance of US third world feminist praxis for our contemporary moment. Part one is a literacy narrative that resists generic convention. Part two uses conventions of academic writing to explore the damage that is happening to the field of composition and rhetoric due to the academic erasure of US third world feminist praxis. Part three is a gift. The conclusion is a manifesto to end the economic exploitation of students and teachers in our first-year writing classrooms. The sum of the parts is greater than the whole.

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Hyland, Ken. "Genre and academic writing in the disciplines." Language Teaching 41, no. 4 (2008): 543–62. http://dx.doi.org/10.1017/s0261444808005235.

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The last decade has seen increasing attention given to the notion of genre and its application in language teaching and learning. Genre represents how writers typically use language to respond to recurring situations, pointing to the fact that texts are most successful when they employ conventions that other members of the community find familiar and convincing. This community-based nature of genres suggests that their features will differ across disciplines, encouraging teachers to research the features of the texts their students need in order to make these explicit in their classes. I exami

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Macbeth, Karen P. "Diverse, Unforeseen, and Quaint Difficulties: The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing." Research in the Teaching of English 41, no. 2 (2006): 180–207. http://dx.doi.org/10.58680/rte20066008.

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While academic discourse communities have been extensively studied as social contexts of forms/functions, and teachers, lessons, and students have been researched from every imaginable angle, the prevailing view of academic writing conventions is still quite normative. The conventions of the academy are often regarded as a stable collection of formal rules and objects that can be taught explicitly.

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Therova, Dana, and Andrew McKay. "Addressing discipline specificity in a multidisciplinary EAP classroom through data-driven learning." Enhancing Teaching and Learning in Higher Education 1 (February 29, 2024): 21–40. http://dx.doi.org/10.62512/etlhe.9.

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Mastering academic writing is one of the challenges frequently experienced by university students across all levels and disciplines. As writing remains one of the most common ways of demonstrating knowledge in university settings, developing an appropriate academic style is a vital skill for success. In the context of British universities, academic writing skills are generally catered for by English for Academic Purposes (EAP) provision in the form of pre-sessional and in-sessional courses. Ideally, these courses should focus on the characteristics and conventions of the students’ specific fie

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Cotterill, Richard. "Ethnocentrism, Power, and the Dominance of Western Academic Writing Conventions in Higher Education." International Journal of Higher Education 14, no. 4 (2025): 1. https://doi.org/10.5430/ijhe.v14n4p1.

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The academic landscapes of the US, UK, Canada, and Australia, popular choices for international students, are firmly rooted in the Western education model, characterized by specific academic writing conventions. International students are expected to conform to these norms, which, it may be argued, perpetuates an ethnocentric view of Western academic approaches as superior, disadvantaging non-Western students and suppressing valuable intercultural exchange. The dominance of Western writing conventions, this paper argues, aligns with Foucault’s view that education systems perpetuate ideologies

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Luaran, Johan @. Eddy, Sufiah Najwa Fazal, and Jasmine Jain. "Exploring the Influence of Extensive Instagram Use on English Writing Skills among Secondary School Students." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 3126–49. https://doi.org/10.47772/ijriss.2025.90400232.

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The pervasive use of Instagram among adolescents raises important questions about its impact on formal writing proficiency. This study investigates how extensive Instagram use influences English writing skills—specifically vocabulary, grammar, spelling, and sentence structure—among secondary school students in Cheras, Kuala Lumpur. Addressing a gap in local research, the study employed a quantitative descriptive survey design involving 35 randomly selected students. Data were collected through a structured questionnaire and supported by document analysis of students’ academic writing. Findings

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Barasa, David. "Demystifying the Discourse: Techniques to Effective Academic Writing." Journal of Research and Academic Writing 1, no. 1 (2024): 13–21. http://dx.doi.org/10.58721/jraw.v1i1.571.

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Academic writing is a distinct style of communication with its own set of conventions and purposes. It goes beyond simply expressing personal opinions to engaging in a scholarly conversation, critically analysing existing knowledge, and presenting well-reasoned arguments supported by evidence. This paper aims to unpack the often-opaque world of academic writing, presenting a toolbox of techniques for writers to craft clear and impactful texts. Drawing on genre theory developed by Miller (1984), the study will analyse common academic writing structures and the rhetorical moves employed within t

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Dontcheva-Navratilova, Olga. "LEXICAL BUNDLES INDICATING AUTHORIAL PRESENCE: A CROSS-CULTURAL ANALYSIS OF NOVICE CZECH AND GERMAN WRITERS’ ACADEMIC DISCOURSE." Discourse and Interaction 6, no. 1 (2013): 7. http://dx.doi.org/10.5817/di2013-1-7.

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With the widespread use of English as the lingua franca of academia, there is a growing need of research into how non-native speakers striving to be socialized in target academic discourse communities deal with variation in meaning and organization of academic texts across fi elds, languages and cultures. An important indicator of competent linguistic production is the mastering of the register- and genre-specifi c formulaic expressions termed lexical bundles, which are defi ned as sequences of three or more words with frequent co-occurrence in a particular context (Biber et al. 1999). While r

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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, no. 4 (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

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Brahmi, Manel, and Asma Nesba. "An investigation of the use of the IMRAD format for Biology students' laboratory reports." Nastava i vaspitanje 74, no. 1 (2025): 87–103. https://doi.org/10.5937/niv74-53454.

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Academic discourse serves as a platform for the systematic communication of scientific findings, with laboratory reports being a primary type employed by researchers and students. These reports follow specific conventions and formats, ensuring clarity and credibility in scientific communication. This study investigates the organizational structure of English-language Biology laboratory reports, focusing on students' adherence to the Introduction, Methods, Results, And Discussion (IMRAD) model. After compiling a corpus of fifty Biology students' laboratory reports from Ouargla University, Alger

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Hagemann, Julie. "A Bridge from Home to School: Helping Working Class Students Acquire School Literacy." English Journal 90, no. 4 (2001): 74–81. http://dx.doi.org/10.58680/ej2001746.

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Discusses how and why a pedagogy of overt comparison between students’ home language (vernacular dialects of English) and school language (standard English) helps students learn the more global features of academic writing and the more sentenced-level features of Standard English. Outlines a pedagogy of overt comparison. Notes it motivates students, helps them learn conventions of academic writing, and develop proofreading skills.

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Chauhan, Padam. "Fundamentals of Academic Writing: A Literature Review." Journal of NELTA 27, no. 1-2 (2022): 161–80. http://dx.doi.org/10.3126/nelta.v27i1-2.53201.

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In order to write for academic purposes, all novice ESL and EFL writers must be well-informed about the fundamentals of academic writing (AW) in English. Developing academic writing skills for all students is crucial because they must produce good writing skills to meet the standards of college and university course writing assignments. The typical college and university writing assignments include descriptive writing, analytical writing, persuasive writing, critical writing, and inquiry writing. In the meantime, it is also crucial for them to understand that writing is a recursive process inv

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Okičić, Melisa. "Challenges in teaching Academic English to EFL students: a case study on writing beliefs." Educational Role of Language Journal 2024-1, no. 11 (2024): 6–17. http://dx.doi.org/10.36534/erlj.2024.01.01.

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Writing in a foreign language is widely recognized as a highly challenging skill to master. This perspective is grounded in the notion that writing reflects our ‘pattern of thought’ (Kaplan 1966, Connor 2011), and that there are multiple academic traditions of writing, each with its own rules and conventions. As a result, transitioning between different academic writing cultures can be a frustrating and confusing experience for both students and lecturers. This paper investigates the most prevalent challenges in teaching academic English to EFL students at the English Department of the Faculty

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Du, Zhendong, and Kenji Hashimoto. "AcademiCraft: Transforming WritingAssistance for English for Academic Purposes with Multi-Agent System Innovations." Information 16, no. 4 (2025): 254. https://doi.org/10.3390/info16040254.

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In the realm of academic English writing, both native (L1) and non-native (L2) speakers face significant challenges due to the complex linguistic structures and conventions required. Existing writing assistance tools, while useful for grammar correction and text enhancement, often fall short by providing only corrected output without explanations, and they typically operate as opaque, proprietary systems. This study introduces AcademiCraft, a novel EAP writing assistance built upon a multi-agent system (MAS) and advanced large-language models (LLMs), integrating state-of-the-art natural langua

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Boginskaya, Olga. "Interactional Metadiscourse Markers in English Research Article Abstracts Written by Non-Native Authors: A Corpus-Based Contrastive Study." Íkala, Revista de Lenguaje y Cultura 28, no. 1 (2023): 139–54. http://dx.doi.org/10.17533/udea.ikala.v28n1a08.

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Abstracts in research articles play a crucial role in settling the impact of academic articles. However, despite the abundance of research on academic discourse, variation in its linguistic features among scholars from different academic cultures seems to have remained untouched. This corpus linguistics study presents a comparative analysis of interactional metadiscourse markers in 96 research article abstracts written in English by both Russian and Spanish scholars in the field of linguistics. The study is based on the assumption that the distribution of interactional metadiscourse devices is

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Dryer, Dylan B. "At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Composition Instructors." College Composition & Communication 63, no. 3 (2012): 420–52. http://dx.doi.org/10.58680/ccc201218445.

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While reading a series of undergraduate essay drafts, ten newly appointed graduate teaching assistants consistently projected their own anxieties about academic writing onto the authors of the papers, with two exceptions: the students were imagined neither to have the teachers’ compositional agency nor to feel their ambivalence about the academic writing conventions in question. Suggestions for repurposing the intellectual work of the TA-training practicum follow.

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Yasynetska, Olena. "EXERCISES AND TESTS IN ENGLISH ACADEMIC WRITING." Scientific Journal of Polonia University 63, no. 2 (2024): 112–18. http://dx.doi.org/10.23856/6314.

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The aim of this paper is to disclose the critical domain of academic writing and its pivotal role in scholarly communication and professional achievement. The study seeks to evaluate the efficacy of a structured academic writing approach using a mixed-methods design, incorporating pre-test and post-test assessments alongside qualitative insights derived from the participant feedback. The participants underwent an initial pre-test covering the structural aspects of academic writing, followed by engagement in a structured undergraduate course emphasising specific nuances of academic papers and m

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Broido, Monica, and Harriet Rubin. "Fostering Academic Writers’ Plurilingual Voices." Journal of Academic Writing 10, no. 1 (2020): 87–97. http://dx.doi.org/10.18552/joaw.v10i1.588.

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In today's global society, a majority of academic writers come from diverse linguistic backgrounds, where English is an additional language. Publishing in most academic journals, however, is governed by native-English norms. As instructors and tutors guiding novice plurilingual writers through these conventions so that their papers meet publishing standards, we feel that their voices and styles get lost in the process, and fear that the academic and scientific community may be losing out when these writers' work is not accepted. To understand how plurilingual novice writers experience writing

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Khuder, Baraa, and Bojana Petrić. "Academic texts in motion." Journal of English for Research Publication Purposes 3, no. 1 (2022): 51–77. http://dx.doi.org/10.1075/jerpp.22001.khu.

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Abstract Knowledge production in collaborative writing for publication has tended to be studied as fixed in time and place; few studies have focused on the drafting and redrafting of texts and the interactions among the co-authors involved. Using a text history approach to a research article co-authored by an exiled academic and his two more experienced co-authors, all using English as an additional language, this study investigates the impact of interactions during text production on the focal academic’s understanding of writing for English-medium international publication. We analysed the co

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Elmojahed, Dr Ali. "Practical Remarks on the Essentials of Academic Writing for Higher Education Students at the Libyan Academy." مجلة جامعة صبراتة العلمية 1, no. 2 (2017): 66–50. http://dx.doi.org/10.47891/sabujhs.v1i2.40.

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This paper discusses the main features of academic writing such as formality, accuracy and objectivity. It highlights and explains these features in view of academic writing conventions. Differences between formal and informal style are compared and analysed. The data for this research paper was collected from some examples of inappropriate students’ works. These examples were chosen from some assignments, and dissertations of higher education students at the Libyan Academy. Appropriate alternatives to these incorrect examples are presented. Furthermore, important suggestions and recommendatio

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Xu, Ke. "Addressing the Informality Problems in Academic Writing: A Case Study of an MA Student." World Journal of Educational Research 12, no. 3 (2025): p1. https://doi.org/10.22158/wjer.v12n3p1.

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This paper examines the challenges faced by an MA student in achieving higher scores in academic assignments due to the use of informal language. The study identifies specific informal features that hinder the student’s performance in academic writing. Through a small-scale research study involving a face-to-face interview and analysis of assignment excerpts, the paper explores the underlying causes of informality in academic writing and proposes practical solutions to enhance formal academic expression. The discussion is framed within the context of the student’s academic literacy background,

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Mumin, Mas Ayu. "International Postgraduates’ Perception on Academic Writing: A Lesson on Criticality." World Journal of English Language 12, no. 4 (2022): 46. http://dx.doi.org/10.5430/wjel.v12n4p46.

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Academic writing has always been synonymous in higher education. However, academic writing could be more problematic for international students than native speakers of English (Mumin, 2020). They endure different struggles that ranged from language proficiency to effect on contextual academic transition. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university. The findings demonstrated unique views of each participant with a concurrence that proficiency does not promise writing competency. This study also unveiled the participa

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Pandey, Hem Lal. "Understanding the Transfer of Writing Skills through the Writing Center: An Autoethnographic Account." Vox Batauli 9, no. 01 (2024): 48–57. http://dx.doi.org/10.3126/vb.v9i01.70403.

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This paper explores the role of the writing center in facilitating writing in interdisciplinary contexts and the transfer of writing skills across academic disciplines. Drawing on my autoethnographic account of a university writing center consultant (writing tutor) at The University of Texas at El Paso (UTEP) and the psychological theories of learning transfer, I examine how the writing center functions as an academic space of a “contact zone” where writing skills are negotiated and transferred. A central question I address in this paper is: How does the writing center contribute to transferri

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Williams, Arthur S. "Writing in Public Residential Schools." Journal of Secondary Gifted Education 9, no. 2 (1997): 83–88. http://dx.doi.org/10.1177/1932202x9700900207.

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Residential public schools comprise unique educational communities, and influential approaches to writing including academic discourse theory, writing across the curriculum, and collaborative learning must be adapted for use in the unique circumstances that they represent. An imperative to introduce students to the writing conventions of various disciplines must be balanced with writing for the general public; writing across the curriculum must balance technical writing with expressive writing and persuasive writing aimed at general audiences; collaborative learning must balance “facilitative”

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