Relevant bibliographies by topics / Academic writing Research

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic writing Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Academic writing Research"

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Paltridge, Brian. "Academic writing." Language Teaching 37, no. 2 (April 2004): 87–105. http://dx.doi.org/10.1017/s0261444804002216.

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This article reviews research and developments that are relevant to second language students writing in academic settings. First, it reviews research into writing requirements at undergraduate and postgraduate levels of study. It then discusses the particular socio-cultural context of academic writing, including the notions of genre and discourse community, and the politics of academic writing. The article then reviews descriptions of academic writing that draw on register studies, discourse studies, genre studies, and corpus studies. This includes cross-cultural comparisons of academic writing, disciplinary differences in academic writing, and critical views on the nature of academic writing. The article then reviews the development of approaches to the teaching of academic writing. The article concludes with a discussion of the assessment of academic writing and indications for future research in the area of second language academic writing.
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Anson, Chris M., Susanne Hall, Michael Pemberton, and Cary Moskovitz. "Reuse in STEM research writing." AILA Review 33 (October 7, 2020): 120–35. http://dx.doi.org/10.1075/aila.00033.ans.

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Abstract Text recycling (hereafter TR), sometimes problematically called “self-plagiarism,” involves the verbatim reuse of text from one’s own existing documents in a newly created text – such as the duplication of a paragraph or section from a published article in a new article. Although plagiarism is widely eschewed across academia and the publishing industry, the ethics of TR are not agreed upon and are currently being vigorously debated. As part of a federally funded (US) National Science Foundation grant, we have been studying TR patterns using several methodologies, including interviews with editors about TR values and practices (Pemberton, Hall, Moskovitz, & Anson, 2019) and digitally mediated text-analytic processes to determine the extent of TR in academic publications in the biological sciences, engineering, mathematical and physical sciences, and social, behavioral, and economic sciences (Anson, Moskovitz, & Anson, 2019). In this article, we first describe and illustrate TR in the context of academic writing. We then explain and document several themes that emerged from interviews with publishers of peer-reviewed academic journals. These themes demonstrate the vexed and unsettled nature of TR as a discursive phenomenon in academic writing and publishing. In doing so, we focus on the complex relationships between personal (role-based) and social (norm-based) aspects of scientific publication, complicating conventional models of the writing process that have inadequately accounted for authorial decisions about accuracy, efficiency, self-representation, adherence to existing or imagined rules and norms, perceptions of ownership and copyright, and fears of impropriety.
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Dobrynina, Oksana L. "ACADEMIC WRITING FOR RESEARCH PUBLICATION PURPOSES." Lifelong education: the XXI century 25, no. 1 (March 2019): 92–100. http://dx.doi.org/10.15393/j5.art.2019.4485.

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Clavijo-Olarte, Amparo. "Belonging to a Community of Research Practice." Colombian Applied Linguistics Journal 17, no. 2 (October 23, 2015): 175. http://dx.doi.org/10.14483/http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a00.

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<p>Belonging to a community of research practice as applied linguists or as<br />academics in any field is part of our professional life. Being an academic implies,<br />inter alia, creativity in advancing knowledge in the disciplines, which reflects in<br />writing journal articles, presenting papers in conferences, doing research, teaching,<br />tutoring students and publishing. Globally, every higher education institution<br />requires that academics publish in prominent journals to make their work and<br />their institution visible and influence their professional field. However, the questions<br />that arise concerning academic production are how do communities of research<br />support academic production?, How do higher education institutions help novice<br />researchers develop academic writing competences?, What is the place of writing<br />within research? How do institutions foster quality publication?</p>
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Winter, Richard, and Graham Badley. "Action research and academic writing: a conversation." Educational Action Research 15, no. 2 (June 2007): 253–70. http://dx.doi.org/10.1080/09650790701314833.

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McDonough, J. "English for Academic Study * Writing * Reading * Extended Writing and Research Skills." ELT Journal 60, no. 3 (July 1, 2006): 303–6. http://dx.doi.org/10.1093/elt/ccl012.

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Smirnova, Elizaveta, and Svetlana Strinyuk. "Hedges in Russian EAP writing: A corpus-based study of research papers in management." Journal of English as a Lingua Franca 9, no. 1 (October 25, 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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Ramadhanti, Dina, A. Syukur Ghazali, Muakibatul Hasanah, and Titik Harsiati. "Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 41. http://dx.doi.org/10.3991/ijet.v14i11.10213.

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This article aims to explain the weaknesses of metacognition that affect writing skills. Weaknesses of writing like content development, the organization of writing, compatibility of content with themes and audience awareness are assumed from the weaknesses of student metacognition. By using a qualitative approach, data is collected through questionnaires and interviews. Using the questionnaire found the level of student metacognitive awareness. A total of 22 male and female students were randomly selected. Responses given through self-report questionnaires showed that as many as 15 students had high metacognitive awareness and as many as 7 students had low metacognitive awareness. Furthermore, through interviews found metacognitive skills in academic writing. The results of the data analysis show that there are three weaknesses of student metacognitive, namely: students are too dependent on feedback from lecturers and highly dependent on lecturers and colleagues when writing, students cannot assess their own understanding of the information they receive for writing assignments, students are not aware benefit from the strategies used during writing. Students need to be trained to plan, monitor and evaluate writing activities so that they are skilled in arranging words, concepts, and terminology used in writing. In addition, through the writing they produce, it can be seen how the process of produces the meaning and thinking skills of students in writing.
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Osbaldiston, Nick, Fabian Cannizzo, and Christian Mauri. "‘I love my work but I hate my job’—Early career academic perspective on academic times in Australia." Time & Society 28, no. 2 (December 21, 2016): 743–62. http://dx.doi.org/10.1177/0961463x16682516.

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There has been significant interest of late into how academics spend their time during both their working and personal lives. Inspired by research around academic lives, this paper explores the narratives of 25 early career academics in Australian institutions across the country. Like several others, we propose that one of the fundamental aspects of time in academia is that of labour spent doing formal, instrumental and bureaucratic tasks. This impinges on the other side of academic life, the writing, research and discovery that bring subjective value to the academic. Using a Weberian framework however, we argue that there are two distinct rationalisations of these ‘times’ occurring. One is the formal, instrumentally imposed rationalisation of the university itself and the second is a more personally defined subjective rationalisation of research and writing. In terms of the latter, we argue that younger academics are not only seeing these times as important for their sense of self in the present but also for their projected vision of what they will become later in their professional career.
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Luganskaya, Ye V. "Using Simulations in Teaching Research Academic Writing Course." Vestnik of Samara University. History, pedagogics, philology 26, no. 4 (December 30, 2020): 68–75. http://dx.doi.org/10.18287/2542-0445-2020-26-4-68-75.

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The article focuses on teaching research academic writing to undergraduates taking a Russian-American dual-degree program offered by Baikal International Business School and its partner University of Maryland Global Campus. As the American program is online, writing courses are mandatory. Being the final course in the writing module, research academic writing is challenging not only for students but also for the instructor. This makes the teacher look for new ways to improve the quality of teaching and to motivate undergraduates. The paper describes action research aiming at introducing simulation games in research academic writing course to engage students in classroom activities, vary practical assignments, and make classes more interactive. Using observation, student questionnaires and interviews, the author compares her class atmosphere and student involvement before and after the intervention. As a result of her research, the author comes to the conclusion that simulation activities, besides other advantages, can be successfully used for teaching academic writing since they increase motivation and student engagement creating a positive learning environment. Moreover, pair or group work can minimize difficulties, which helps to better understand the material. Furthermore, simulation activities have a practical value enabling students to develop skills and competences vital for future managers. Also the paper offers simulation activities developed for the course which are given in the appendices
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Dissertations / Theses on the topic "Academic writing Research"

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Dowse, Cilla. "Learning to write by writing to learn : a postgraduate intervention for the development of academic research writing." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43321.

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Within postgraduate studies, learning is assessed through the examination of modules making up a taught programme and the writing of a dissertation. However, research, nationally and internationally, has shown that although students are generally able to complete the modules making up a postgraduate programme successfully, often difficulty arises in the writing of the dissertation which begins with the conceptualising and writing of the research proposal. It seems that students are considered poorly equipped for postgraduate study, which puts their academic success and completion of their studies in jeopardy, particularly those for whom English is not a first language. Since 1994 with wider access to higher education, a concern has arisen about National figures for postgraduate throughput rates, which on average, are quite low. This current research originated with concern about the unpreparedness of some postgraduate students in a specific master‟s programme in a Faculty of Education at a South African university and about offering them the foundations for the development of their academic research writing, an aspect so vital to achieve success at this level. It seems that programmes which incorporate academic writing are put into place in some honours programmes (see Henning, Gravett & van Rensburg, 2005; Thomson, 2008 for South African programmes) but once the student progresses to master‟s or doctoral level, this does not seem to be the case. The main aim of this study was to obtain insight and understanding of the demands of academic writing at postgraduate level and to develop an effective intervention to assist in the development of proficient academic research writing. Thus, the development of an academic research writing intervention deemed most appropriate for postgraduates in education was designed and developed to assist students during the first stages of their research, that of conceptualising, writing and successfully defending the research proposal. The premise is that during this first year of study, acquiring and developing academic literacies, in order to become competent academic writers would provide the scaffolding1 for the move into the second phase of the research process, that of academic research writing. Design Research was considered most appropriate for this research as it is interventionist, iterative, process-focused, utility-oriented and theory-driven (Van den Akker, Gravemeijer, McKinney & Nieveen, 2006, p.5) and in addition, requires the involvement of practitioners (Plomp, 2013, p. 20). The sample for this study was drawn from a specific master‟s programme in education and consisted of students, the supervision team and the academic research writing practitioner. A mixed methods approach was used where data comprised quantitative data (questionnaire, evaluations and assessments) and qualitative data (personal writing, evaluative writing, interviews and assessments). Findings emerging from the context of this particular master‟s programme point to a set of design principles that inform the development of a model for academic research writing which appears promising for supporting the postgraduate student effectively. It is hoped that the findings emerging from the research will fill a gap in the literature and add to the body of knowledge on postgraduate academic research writing.
Thesis (PhD)--University of Pretoria, 2014.
lk2014
Science, Mathematics and Technology Education
PhD
Unrestricted
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Angelil-Carter, Shelley. "Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003692.

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Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
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Jogthong, Chalermsri. "Research article introductions in Thai genre analysis of academic writing /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2156.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 91-96).
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Ortega, María del Carmen Gil. "Spanish students at UK universities : computer-mediated responses to academic writing problems." Thesis, University of Brighton, 2007. https://research.brighton.ac.uk/en/studentTheses/7c30ff74-827b-438f-b24a-f08cc337d0ce.

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Jones, Laura E. "Inside and Outside 1101: First-Year Student Perceptions of Academic Writing." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/english_theses/122.

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First-year undergraduate students have vastly different perceptions of academic writing, the writing process, and the value of writing within their specific academic disciplines. These perceptions differ not only from their instructors but also from their peers. Yet, while reams of literature discuss, debate, and decipher student perspectives of writing from a scholarly point of view, the first-year student voice is conspicuously absent from this discussion. This study followed 92 first-year students through their first college composition course, English 1101, in order to capture the student perspective of how writing fits in their academic careers. The results indicate that while most students acknowledge first-year composition to be essential to their academic development, few report writing assignments in courses outside of 1101. This raises questions about how students identify writing activities and also suggests avenues for further inquiry, particularly the need for follow-up research at the culmination of their undergraduate careers.
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Johnstone, Charity. "Online community support for academic writing : SOC first year research postgraduates case study /." Leeds : University of Leeds, School of Computer Studies, 2008. http://www.comp.leeds.ac.uk/fyproj/reports/0708/Johnstone.pdf.

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Corseuil, Lucien Soldera. "Políticas da bolha : por um itinerário de pesquisa menor." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/173623.

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Das coisas que acontecem quando se pesquisa em uma pósgraduação. Das dimensões ética, estética e política em produzir uma dissertação de mestrado ou tese de doutorado nos tempos atuais. Da construção de um atelier de escrita em um programa de pós-graduação em Psicologia Social e Institucional. Dos efeitos e registros de um escrever-com: com os participantes do atelier, com autores e autoras (acadêmicos e/ou não), com as bobagens, bibliotecas, músicas e literaturas. Dos risos e embrulhos de escrever em meio à vida. Dos ingredientes e modos de usar uma pesquisa. Dos efeitos coletivos de escrita a partir de 10 figuras disparadas por Roland Barthes: abandono, apneia, assinatura, bissemia, centro, círculo, embrulhado, prosa, tranquilidade, violência. Da escrita acadêmica como uma política da bolha: frágil, torpe, singular mas em constante movimento.
About what happens when you engage in academic research. About the ethical, aesthetic and political dimensions of writing a thesis on times like these. About creating a writing workshop in a Social and Institutional Psychology graduate program. About the effects and records of weiting-with. with the participants of the workshop, with the authors (academic and/or not), with the nonsense, libraries, musics, literatures. About the laughter and nausea of writing immerse in life. About the ingredients and ‘how-to use’s of a research. About the collective effects of writing from Roland Barthes’s 10 abandoned figures: abandon, apnea, bissemia, center, circle, crammed, prose, signature, tranquility, violence. About academic writing as a politics of the bubble: fragile, nasty, singular but in constant movement.
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Rhee, Eunsook Ha. "Complexities and Dynamics of Korean Graduate Students' Textual Borrowing in Academic Writing." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/83455.

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CITE/Language Arts
Ed.D.
Academic writing in U.S. higher education often involves textual borrowing, referred to as the integration and documentation of reading sources and carried out with summaries, quotes and paraphrases. Second language (L2) English students are likely to use sources inappropriately and consequentially are accused of plagiarism based on a moral judgment. A body of research on textual borrowing including this study has provided strong evidence that these students' inappropriate source use does not result from their intention to steal other's intellectual property and language, but from their cultural backgrounds or situated factors in their U.S. academic contexts. Few research studies, however, offer a thorough view of how both cultural backgrounds and situated factors are associated with L2 students' textual borrowing practices; much empirical attention has focused on a more limited examination of Chinese student populations. In this respect, this study explores the complex and dynamic nature of Korean graduate students' source use by investigating faculty expectations both in Korea and in their L2 academic setting and these students' perceptions and practices of textual borrowing. For these investigations, a qualitative research study was conducted, and multiple sources of data were analyzed: (a) interviews with two faculty informant groups and the student participants, (b) observations of the Master's meeting and group study meetings, (c) tutoring sessions at the Writing Center, and (d) written texts, including institutional and instructional documents, email messages, and multiple handouts, outlines, and essays. These sets of data were analyzed using two different methods: content analysis and text analysis. The findings of this qualitative research revealed that both cultural and situated factors were associated with the Korean students' understandings of and changes in textual borrowing practices. With regard to their initial understandings, the results showed that although the participants understood textual borrowing in terms of citation methods and writing skills, their practices were not aligned with their perceptions nor with faculty expectations. However, I noted that in the process of the research period, most of them were able to achieve the textual purposes by utilizing reading sources strategically and appropriately and thus fulfill the academic goals required in the situated context. Based on these findings, pedagogical implications are discussed.
Temple University--Theses
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Bailey, Richard. "Student writing and academic literacy development in higher education : an institutional case study." Thesis, Northumbria University, 2009. http://nrl.northumbria.ac.uk/3077/.

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The aim of this study was to determine how student writing and academic literacy are experienced and perceived in a university by academic staff and students and how pedagogical interactions are influenced by institutional discourses and practices. The research is a form of institutional case study realised through a qualitative, ethnographic-style inquiry. The methodology comprised semi-structured interviews with forty-eight academic staff from a range of disciplinary backgrounds and thirty-five student respondents from diverse areas of study, and discourse-based analyses of textual materials at both the institutional and departmental levels. The findings of the present research revealed that there is variation in the way academic staff perceive the nature and the learning of student academic literacy and their understanding of the practices which support that learning in a university. Students face significant challenges in adapting to variable expectations and managing the requirements of writing and assessment in the contemporary context. The research also revealed that there are structural aspects of higher education practice which appear to have adverse effects on the learning and development of student academic literacy and the capabilities of academic teaching staff to actively support and foster student learning in that domain. There are implications for the role of writing in learning and teaching and its position in the curriculum. It is argued that a more explicit approach should be taken to student academic literacy by embedding it in disciplinary teaching and learning. A number of ways, based on the evidence of this research, are suggested to advance pedagogical research and develop appropriate practice to that end. The findings are linked to wider debates about teaching, learning and educational reform in higher education. The thesis concludes by comparing and contrasting two disparate research paradigms for investigating the higher education experience. A new paradigm is conceptualised which draws on existing models theoretically and empirically but adds dimensions which address the exigencies of research in the contemporary context of higher education. It is argued that this reframing has the potential to raise and enhance the profile of pedagogical and student writing research consonant with current higher education policy aims and ambitions.
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Aldrich, Carrie. "Working together: two qualitative approaches to researching writing support for doctoral students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6358.

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This dissertation addresses two problems with advanced academic writing pedagogy. First, doctoral students must participate in academic discourse communities, yet they report being underprepared to do so (Boquet et al., 2015; Caplan & Cox, 2016). Second, studies (e.g., Curry & Lillis, 2004; Matsuda & Tardy, 2007; Tardy & Matsuda, 2009) suggest that L1 and L2 voices are not well integrated in the institution and that this lack of integration systemically privileges the dominant culture. The purpose of this research is to investigate the role relationships play in helping culturally and linguistically diverse doctoral students negotiate and acquire advanced academic discourse. I pose the overarching research question: Given a discipline-specific writing center for graduate students in a College of Education, what role does interaction play in helping students to participate in academic conversations? The two papers in this collection employ qualitative classification and discourse analysis to investigate writing-related interactions among peers. Data include audio-recorded writing consultations and interviews, post-session reports, field notes, and artifacts. Taken together, findings from this research highlight the role interaction can play in writing support, development, and research. This research has implications for developing writing pedagogy and support programs to facilitate productive academic socialization. In response, the researcher calls for more robust academic writing support in order to improve access and resources for diverse student populations and decrease attrition and time to degree for all students.
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Books on the topic "Academic writing Research"

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Academic writing and interdisciplinarity. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Wallwork, Adrian. English for Academic Research: Writing Exercises. Boston, MA: Springer US, 2013.

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Appraising research: Evaluation in academic writing. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Wallwork, Adrian. English for Academic Research: Writing Exercises. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-4298-1.

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Hood, Susan. Appraising Research: Evaluation in Academic Writing. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662.

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Hood, Susan. Appraising research: Evaluation in academic writing. New York: Palgrave Macmillan, 2010.

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Naoum, Shamil George. Dissertation research and writing for construction students. Boston, MA: Butterworth-Heinemann, 1998.

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Higgs, Joy. Writing qualitative research on practice. Rotterdam: Sense Publishers, 2009.

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Dissertation research and writing for construction students. 3rd ed. New York: Routledge, 2012.

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Winkler, Anthony C. Writing the research paper: A handbook. Beijing: Peking University Press, 2008.

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Book chapters on the topic "Academic writing Research"

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Lee, Anne. "Supporting academic writing." In Successful Research Supervision, 231–51. Second edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351234986-11.

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Fang, Zhihui. "Writing an Empirical Research Article." In Demystifying Academic Writing, 161–95. New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003131618-11.

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Thomas, C. George. "Academic Databases." In Research Methodology and Scientific Writing, 227–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64865-7_9.

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Karpenko-Seccombe, Tatyana. "Writing research papers with corpora." In Academic Writing with Corpora, 108–54. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429059926-4.

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Woodrow, Lindy. "Academic Style." In Writing about Quantitative Research in Applied Linguistics, 170–88. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9780230369955_15.

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Wallwork, Adrian. "Brief Notes on Writing Research Proposals and Research Statements." In English for Academic Correspondence, 115–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26435-6_9.

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Hood, Susan. "Writing with Attitude." In Appraising Research: Evaluation in Academic Writing, 73–108. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662_3.

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Hood, Susan. "Evaluation in Academic English." In Appraising Research: Evaluation in Academic Writing, 1–29. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662_1.

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Thesen, Lucia. "Risk as Productive: Working with Dilemmas in the Writing of Research." In Risk in Academic Writing, edited by Lucia Thesen and Linda Cooper, 1–24. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783091065-004.

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Hood, Susan. "Attitude and Field in Academic Writing." In Appraising Research: Evaluation in Academic Writing, 109–40. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662_4.

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Conference papers on the topic "Academic writing Research"

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Brage, Christina. "BECOMING VISIBLE? ACADEMIC WRITING FOR LIBRARIANS!" In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0477.

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Cong, Xiaofang, Dan Wang, and Jiaxin Zou. "Research on Worldwide Academic Writing Course Based on the Analysis of Multinational Academic Writing Literature." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.30.

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Pu, Anita. "A BLENDED COLLABORATIVE APPROACH TO ACADEMIC WRITING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0354.

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Coonan, Emma Marya, Simon Pratt-Adams, and Mark Warnes. "The value of 'writing retreats' in advancing innovative pedagogic research." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9353.

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This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning &amp; Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.
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Concepcion, Maria Gregoria Robles. "How’s My Writing? A Triangulation Study of Arabic EFL Learners’ Academic Writing Output." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.35.

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Concepcion, Maria Gregoria Robles. "How’s My Writing? A Triangulation Study of Arabic EFL Learners’ Academic Writing Output." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.35.

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Awagu, Ifeyinwa. "Language in Academic Writing: Features and Topical Issues." In 2nd International Conference on Research in Social Sciences and Humanities. GLOBALK, 2020. http://dx.doi.org/10.33422/2nd.icrsh.2020.12.09.

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Rudneva, Maria, Nailya Valeeva, Rdouan Faizi, Elena Pavlova, and Kapitolina Ulanova. "ACADEMIC WRITING MOOCS: WRAP AROUND OR WRAP THEM UP." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0493.

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Chekun, Olga, Svetlana Sorokina, and Julia Navolochnaya. "DEVELOPING STUDENTS’ ACADEMIC WRITING SKILLS THROUGH VKONTAKTE SOCIAL NETWORK." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1643.

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Franks, George. "CAREER IMPACT OF HAVING APPLIED WRITING EXERCISES INCORPORATED INTO ACADEMIC COURSES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1642.

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Reports on the topic "Academic writing Research"

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Mager, Franziska, and Silvia Galandini. Research Ethics: A practical guide. Oxfam GB, November 2020. http://dx.doi.org/10.21201/2020.6416.

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Any research must follow ethical principles, particularly when it involves people as participants and is likely to impact them. This is standard practice in academic research and a legal requirement in medical trials, but also applies to research carried out by Oxfam. Oxfam’s work focuses on vulnerable populations, and takes place under difficult circumstances. When research takes place in such vulnerable and fragile contexts, high ethical standards need to be met and tailored to the specific characteristics of each situation. Oxfam welcomes the adaptation of this guideline by other NGOs, community organizations and researchers working in fragile contexts and with vulnerable communities. The guideline should be read together with other relevant Oxfam and Oxfam GB policies and protocols, including the guidelines on Writing Terms of Reference for Research, Integrating Gender in Research Planning and Doing Research with Enumerators. A flowchart summarizing the guideline is also available to download on this page.
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