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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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Kuswoyo, Heri, and Susardi Susardi. "Thematic Progression in EFL Students’ Academic Writings: A Systemic Functional Grammar Study." TEKNOSASTIK 14, no. 2 (April 21, 2018): 39. http://dx.doi.org/10.33365/ts.v14i2.60.
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This research aims to find out (simple and multiple with two) thematic progression pattern in fifth semester students’ academic writing. It elaborates how the students organize the ideas in their writing through the organization of the theme and rheme. To find out the pattern, the theory of thematic progression patterns proposed by Bloor and Bloor (2004) was applied. Then, descriptive qualitative and library research methods are applied in this research. The data in this research are 20 pieces of fifth semester students’ academic writings. The result of the research shows that there are four types of simple thematic progression pattern and seven types of multiple with two thematic progression pattern found in students’ academic writings. Then, it can be concluded that thematic progression pattern in students’ academic writings, to some extent, are various.
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Eli Hinkel. "Research Findings on Teaching Grammar for Academic Writing." English Teaching 68, no. 4 (December 2013): 3–21. http://dx.doi.org/10.15858/engtea.68.4.201312.3.
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Ismail, Haseena, and Vimala Balasubramanian. "Academic Writing in India: A Research Scholar’s View." International Journal of Nutrition, Pharmacology, Neurological Diseases 11, no. 2 (2021): 105. http://dx.doi.org/10.4103/ijnpnd.ijnpnd_12_21.
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Wijaya, Kristian Florensio, and Concilianus Laos Mbato. "Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers." ELT Worldwide: Journal of English Language Teaching 7, no. 1 (April 30, 2020): 31. http://dx.doi.org/10.26858/eltww.v7i1.13010.
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ABSTRACTIt is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method
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Börjesson, Lisa. "Research outside academia? - An analysis of resources in extra-academic report writing." Proceedings of the Association for Information Science and Technology 53, no. 1 (2016): 1–10. http://dx.doi.org/10.1002/pra2.2016.14505301036.
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Edo-Marzá, Nuria. "Academic writing and publishing." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (July 22, 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 (June 21, 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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Wilson, Sue, and Jennifer Cutri. "Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks." International Journal of Doctoral Studies 16 (2021): 149–70. http://dx.doi.org/10.28945/4700.
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Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.
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Jeyaraj, Joanna Joseph. "ACADEMIC WRITING NEEDS OF POSTGRADUATE RESEARCH STUDENTS IN MALAYSIA." Malaysian Journal of Learning and Instruction 17, Number 2 (July 31, 2020): 1–23. http://dx.doi.org/10.32890/mjli2020.17.2.1.
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Purpose – In this study, the writing needs of postgraduate research students are explored, so that support structures that enable successful completion rates and student satisfaction can be identified. Postgraduate education is expanding in Malaysian public and private higher education institutions; yet research tends to focus on public institutions, because private institutions have traditionally been oriented towards teaching instead of research. Therefore, this study explores the needs of students in a branch campus of a private overseas university in Malaysia. Methodology - Semi-structured exploratory interviews were carried out with six postgraduate students, so that a deeper understanding of their research writing needs could be obtained. Interviews were then analysed using a general inductive approach. Findings – It was found that students required support in three main areas: writing, supervision and ICT. Students sought English language support and more workshops and programmes which specifically dealt with thesis writing. They also believed that peer support groups would be beneficial. Secondly, more guidance was needed from supervisors to enable greater clarity on writing and institutional processes and procedures. Finally, students wanted greater access to ICT writing tools to facilitate writing and language learning. Significance – The findings of this study are beneficial to institutions seeking to provide greater support for postgraduate students to ensure timely completion rates and greater student satisfaction. Based on the findings of this study, it is recommended that postgraduate support incorporate 3Ps, i.e., be pedagogically driven; peer oriented; and programmatically implemented.
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Sultan, Nabil. "British Students' Academic Writing." Industry and Higher Education 27, no. 2 (April 2013): 139–47. http://dx.doi.org/10.5367/ihe.2013.0145.
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The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing skills, with a view to identifying remedial measures that could be taken to address the problem. The object of the study is an Academy (secondary school) in the North of England, referred to as Northland Academy (NA), one of the new Academies first introduced by the Labour Government in 2000 and now enthusiastically endorsed and promoted in England by the current UK Coalition Government. A first group of students at NA was given relatively simple tests of punctuation and word selection and essay writing; and, separately, a second group was presented with a research proposal and given the task of writing an essay on it. It is suggested that a change in Government policy is needed in order to emphasize and include the importance of academic writing for secondary and FE students intending to progress into HE.
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Koloiz, Zhanna, and Yuliia Yelovska. "Academic writing as an academic discipline: problematic issues." SHS Web of Conferences 75 (2020): 03006. http://dx.doi.org/10.1051/shsconf/20207503006.
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The paper studies peculiarities of introducing the course of “Fundamentals of Academic Writing,” into the Ukrainian education and scientific process. The integration of the Ukrainian science into the European space caused the necessity of including “Academic Writing” into the Ukrainian curricula. Fundamentals of a new academic discipline are represented through the prism of world and national achievements, which determine such concepts as “academic communication”, “academic etiquette”, “academic integrity”, “the quality of academic text”. This research focuses on the following major issues: What is the essence of “Academic Writing”? Is it a brand new course? How does it affect the ranking of higher education institutions? How should intertextual tools be used to keep the academic integrity? How does the level of English proficiency affect the quality of the Ukrainian scientific products? Is the course of “Academic Writing” a tribute to fashion or a vital necessity? It also investigates the peculiarities of academic fundamentals required for development of certain knowledge, skills and abilities of the Ukrainian language academic writing. The latter aims not only to promote academic integrity by following ethical principles and statutory rules that should guide the participants of the education process while studying, training and conducting research activities, but also to represent the concepts, strategies and tactics of organizing the processes of academic text creation, analysis and editing.
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Outcault Hill, MJ, and Robert Caldwell. "Research in Writing Instruction and Assessment: Current and needed research to improve student writing." Westcliff International Journal of Applied Research 1, no. 2 (November 1, 2017): 6–15. http://dx.doi.org/10.47670/wuwijar201712rcmjoh.
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Discussions among educators at almost any level will invariably result in one point of agreement: students at all levels are under-prepared in writing skills. Unfortunately, this is a conclusion that also predominates much of the research literature on the improvement of student writing as well. Despite the importance attached to high-stakes academic writing skills, research has contributed little insight about the challenges students face with academic writing tasks. Llosa, Beck, and Zhao (2011) point out that the National Commission on Writing in America’s Schools and Colleges found that this lack of understanding of the writing process was so significant that they identified writing as, the “Neglected ‘R’ (National Commission on Writing, 2003; Llosa, Beck and Zhao, 2011). In the following paper, authors Caldwell and Outcault Hill present a broad review of the areas of research into the writing process and assessment of writing and suggest areas where further research is needed. Their discussion focuses on 1) Research related to the influence of Cognitive function on the writing process, 2) Research into teaching various genres such as exposition, argument, narrative, analysis, and creative writing, 3) Research on the assessment of writing, and finally, 4) Research on alternative teaching methods.
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Alhasani, Mirela Dubali. "Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers." Journal of Educational Issues 1, no. 2 (December 9, 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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Safriyani, Rizka, Rakhmawati Rakhmawati, and Lisanul Uswah Sadieda. "What to Accommodate to Develop Students' Academic Writing? Need Analysis for a Research-Based Textbook Development." IJET (Indonesian Journal of English Teaching) 10, no. 1 (July 31, 2021): 86–98. http://dx.doi.org/10.15642/ijet2.2021.10.1.86-98.
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The development of research-based learning proliferates throughout the world, and it depicts the growth of an academic article's publication globally. To strengthen the paper's quality, particularly in Indonesia, the students need a guideline on writing an academic article. This qualitative and quantitative research would portray the needs analysis in developing a research-based textbook in academic writing. Fifty students and thirty lecturers were involved in the interview, documentation, and survey. The result shows that the skills needed to accommodate are referencing skills, writing the research's significance, and writing the conclusion. This study also suggested nine units of an Academic Writing Textbook needed by the students to produce a good article, namely Introduction to Academic Article Writing, Strategies in avoiding plagiarism, Writing an introduction, writing a literature review, writing a research method, Presenting Findings and Discussion, Writing a conclusion, Tips on Referencing, choosing the title, and writing an abstract. These findings strengthen the previous studies, which states writing a conclusion of an academic article is challenging, particularly in the English Language Teaching context.
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S .Vasanthakumari. "Writing research proposal." World Journal of Advanced Research and Reviews 10, no. 1 (April 30, 2021): 184–90. http://dx.doi.org/10.30574/wjarr.2021.10.1.0138.
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A research proposal is a written document specifying what a researcher intends to study and written before beginning the research which communicate research problem and proposed methods of solving it. A research proposal should be built on a concrete plan to conduct academic or scientific research. Types of proposals include internal, external, solicited, unsolicited, preproposals, continuation or non-competing and renewal or competing. Purpose of a Research Proposal is to convince the organization and readers .Characteristics need to be based on attention, interest, desire and action. Qualities of good proposal include specific scope, realistic nature, appropriate credentials, fulfill needs, beneficial, short and simple. Need for good preparation of proposal is vital in formulating proposal, assisting researcher and improving the research quality. Functions of Proposal consists to synthesize critical thinking, clarifies own thinking, refine proposed research, communicate ideas, open thinking and negotiation between researcher and involved parties. Basic composition of Proposal needs a beginning, middle and an end. Typical proposal format includes title, abstract, introduction, background, preliminary studies, research methodology, budget, curriculum vitae for principal investigators, appendix and human subjects. Proposal development strategies and writing tips includes use of outline , listings, visuals, forecasting , internal summaries , significant issues , sequencing components , review , edit , proof read , avoiding overkill point and errors . Proposals are turned down when problems are trivial, complex, nebulous, diffuse without clear aim, lack of sufficient evidence, imagination and originality.
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Warren, Nooshin L., Matthew Farmer, Tianyu Gu, and Caleb Warren. "Marketing Ideas: How to Write Research Articles that Readers Understand and Cite." Journal of Marketing 85, no. 5 (May 7, 2021): 42–57. http://dx.doi.org/10.1177/00222429211003560.
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Academia is a marketplace of ideas. Just as firms market their products with packaging and advertising, scholars market their ideas with writing. Even the best ideas will make an impact only if others understand and build on them. Why, then, is academic writing often difficult to understand? In two experiments and a text analysis of 1,640 articles in premier marketing journals, this research shows that scholars write unclearly in part because they forget that they know more about their research than readers, a phenomenon called “the curse of knowledge.” Knowledge, or familiarity with one’s own research, exacerbates three practices that make academic writing difficult to understand: abstraction, technical language, and passive writing. When marketing scholars know more about a research project, they use more abstract, technical, and passive writing to describe it. Articles with more abstract, technical, and passive writing are harder for readers to understand and are less likely to be cited. The authors call for scholars to overcome the curse of knowledge and provide two tools—a website ( writingclaritycalculator.com ) and a tutorial—to help them recognize and repair unclear writing so they can write articles that are more likely to make an impact.
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Emiratli, Artur, Mykola Marchuk, and Kateryna Osadcha. "The problem of forming skills from academic writing for future programmers." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (September 30, 2017): 28–36. http://dx.doi.org/10.32919/uesit.2017.03.03.
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The ability to write a scientific publications and works plays an important role in science. Different aspects of teaching academic writing were considered in the writings of scientists, in particular the peculiarities of writing skills and skills of foreign language students, approaches to the formation of academic writing skills in English language classes at medical universities, peculiarities of the methodology of teaching English writing (practical, academic and creative), content training courses on the formation of language competence from academic writing at separate stages of study (bachelor's, master's and doctoral studies), methods of teaching students writing in English. However, the features of academic writing in the field of computer science in the national scientific thought were considered insufficient. In the article, based on the analysis of theoretical studies on academic writing (J. Zobel, I. B. Korotkina) practical experience of forming an academic writing for future specialists (T. Babenko, L. Sazanovych), in particular future IT specialists (V. О. Safonov, O. S. Synekop), an understanding of the concept of "academic writing" is presented and the content component of the methodology of academic writing for future programmers is developed. Offered on the first and fourth courses to introduce elements of teaching academic writing future programmers in learning the disciplines "Introduction in specialty programmer" and "Methods of writing the diploma project". This approach will provide empiricism in research in the field of information technology and will prepare students for in-depth studies in a magistracy and postgraduate study, will allow us to teach future programmers to plan, conduct and describe research that involves the formulation of research questions, theory, data analysis (using both quantitative and qualitative methods), preparation of evidence, evaluation of the validity and publication. They will learn to use research methods, which are used for human interaction with computer technology: a controlled experiment, testing the software, efficiency of the calculation algorithms, the calculation of the economic efficiency of the developed software. In addition, we consider it appropriate to focus on the fact that despite the fact that at first glance, a programmer's professional activity has little to do with the writing, it is still an essential component of their daily work. In the future prospects of the study, it is planned to conduct an experimental study in order to find out the effectiveness of the proposed methodology of forming academic writing skills from future programmers.
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Lu, Xiaofei, J. Elliott Casal, and Yingying Liu. "Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 1 (January 2021): 59–71. http://dx.doi.org/10.4018/ijcallt.2021010104.
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This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.
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Listyani. "Promoting Academic Writing Students’ Skills through “Process Writing” Strategy." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 173. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.173.
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Writing in a second language is complex, and complicated, mainly because of by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). Teachers therefore, whether they like it or not, have to select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their Academic Writing class is Process Writing strategy. This study shows information on a teaching strategy named Process Writing which was applied to one group of Academic Writing class in Semester II, 2016-2017. Research took place from January to April 2016. This group was taught using Process writing teaching strategy, with the hope of helping students improve in both their reading and writing skills. There were 20 students altogether in this group. One central question to be answered in this study is: How effective is Process writing strategy when it is used to teach Academic Writing students? Instruments used were pre-tests, post-tests, direct observation, video-recording; and weekly journals that students had to write every time they passed a stage of the Process Writing. From the statistical analysis as well as from students’ perceptions, one main conclusion can be drawn, that is, Process writing is effective to teach Academic Writing. Another conclusion which is not less significant is that Process Writing can be used to teach any level of education, not to mention in tertiary education, provided that lecturers adjust the materials as well as level of difficulty. One last conclusion is that every strategy that teachers will apply in their classroom is very context-dependent. That is, it depends on the class situation, which varies from one class to another. The context, atmosphere, as well as situation of the class became the factors that contribute to the effectiveness and success of a strategy. This piece of research is hoped to benefit both lecturers as well as students of second language writing. Pedagogically, this research can enrich another source of literature in terms of teacher strategy in teaching second language writing.
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Rashid, Aniqa, and Muhammad Asim Mahmood. "Linguistic Variations across Disciplines: A Multidimensional Analysis of Pakistani Research Articles." Global Social Sciences Review IV, no. I (March 30, 2019): 23–33. http://dx.doi.org/10.31703/gssr.2019(iv-i).04.
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The current research explores the linguistic identity of Pakistani Academic writing register of Research Articles. Previous quantitative works on Pakistani academic writing have been insufficient due to unrepresentative data and lack of internal and external comparison. This study discovers the language of Pakistani research articles as an academic writing register by investigating the statistically significant linguistic variation among the disciplines of Pakistani Research articles, using Biber’s (1988) five textual dimensions. The results of the study exhibit Pakistani academic research articles language as highly impersonal, non-persuasive, explicit, nonnarrative and informational.
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Sudirman, Anselmus, Adria Vitalya Gemilang, and Hendrikus Male. "Incorporating Academic Writing Phrases into EFL Students’ Research Proposals." International Journal of Learning, Teaching and Educational Research 19, no. 7 (July 30, 2020): 35–54. http://dx.doi.org/10.26803/ijlter.19.7.3.
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Guerin, Cally. "Rhizomatic Research Cultures, Writing Groups and Academic Researcher Identities." International Journal of Doctoral Studies 8 (2013): 137–50. http://dx.doi.org/10.28945/1897.
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Kareem, Mustafa Nasser Abdul, Sanitah Mohd Yusof, Lokman Mohd Tahir, Noor Azean Binti Atan, Zolkifli Abd Hamid, and Rohaya Talib. "Examining International Postgraduate Students in Academic Research Writing Competencies." Advanced Science Letters 24, no. 1 (January 1, 2018): 21–23. http://dx.doi.org/10.1166/asl.2018.11907.
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Hood, Susan. "What is evaluated, and how, in academic research writing?" Language and Social Life 19 (January 1, 2005): 23–40. http://dx.doi.org/10.1075/aralss.19.03hoo.
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This study explores the ways in which academic writers employ expressions of attitude in the construction of evaluative stance in the introductory sections of research papers. The study draws on the theoretical base of Systemic Functional Linguistics (SFL) (Halliday, 1994; Halliday & Matthiessen, 2004), and in particular on Appraisal theory as a modelling of interpersonal meaning at the level of discourse semantics (Martin, 1992, 2000; Martin & Rose, 2003; Martin & White, in press). Attitude is explored from two perspectives: how it is expressed in the discourse, and what it is employed to evaluate. In addressing the second issue, the focus is on the general field (subject matter being constructed in the text) rather than on specific entities. The study is also concerned therefore with how different fields are identified in the texts, and how they relate one to another. The research contributes some significant dimensions to the modelling of attitudinal meanings in the register. Analyses reveal that the register of academic research writing is characteristically constructive of two fields, the knowledge domain being investigated and the research activity conducted in relation to that domain; that these fields are in a relationship of projection one to the other; and that each field is evaluated in quite different ways. The findings contribute at a theoretical level to an explanation of the apparent contradiction between the dual demands of persuasion and ‘objectivity’ in the register, and at a practical level provide a new dimension to frameworks for deconstructing and negotiating evaluative stance with novice academic research writers.
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PODOLKOVA, Svitlana, and Olena MEDVID. "The role of academic writing in scientific research process." Humanities science current issues 2, no. 38 (2021): 186–92. http://dx.doi.org/10.24919/2308-4863/38-2-32.
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Bista, Krishna, and Pamela Shultz. "Academic Writing: A Handbook for International Students (3rd Ed.)." Journal of International Students 1, no. 2 (July 1, 2011): 79–80. http://dx.doi.org/10.32674/jis.v1i2.561.
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For many international students, academic writing is a significant challenge because of the rules used in Standard English. Writing in academia consists of producing college essays, reflections, reports, and research papers which all require a working knowledge of the English language. Nevertheless, English Composition instructors, English as a Second Language (ESL) program staff, and freshmen international students will find Bailey’s book Academic Writing text a helpful resource manual both in and out of class.
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Warchał, Krystyna. "Humour in Professional Academic Writing." Theory and Practice of Second Language Acquisition 5, no. 1 (June 30, 2019): 43–54. http://dx.doi.org/10.31261/tapsla.2019.05.03.
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Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL students aware of the fact that “serious” writing tasks do offer some room for humour may draw their attention to the human face of academic writing, that is to the interactive, dialogic, and personal aspects of written academic communication.
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Street, Brian V. "Academic Writing: Theory and Practice." Journal of Educational Issues 1, no. 2 (November 26, 2015): 110. http://dx.doi.org/10.5296/jei.v1i2.8314.
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<p>In this paper I attempt to locate the study of academic writing in the broader field of Literacies as Social Practice. I begin with a brief summary of recent theories of Literacies as Social Practice and then recount some of the ethnographic methods for studying these. I then discuss the application of these concepts to academic writing in Higher education, including university, not just school and support for teachers as well as students. This involves notions of ‘academic language and literacies’ and I cite a paper on this entitled ‘modelling for diversity’ based on a research project in London, including issues of how English language is addressed, and the complexity involved in the diversity currently evident (Leung & Street, 2014). I conclude by drawing out some of the implications of this work for both theory and practice.<strong> </strong></p>
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Shurinova, Nataliya S. "NEW BOOKS ON ACADEMIC WRITING." Practices & Interpretations: A Journal of Philology, Teaching and Cultural Studies 5, no. 2 (June 1, 2020): 160–69. http://dx.doi.org/10.18522/2415-8852-2020-2-160-169.
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The review is devoted to new works in which modern forms of scientific writing are analyzed, also, the genre of the academic text is considered: Lupton, D., Mewburn, I., Thomson, P. The digital academic. Critical perspectives on digital technologies in higher education (2018); Sawaki, T. Analysing structure in academic writing (2016); Graff, G., Birkenstein, C. “They say / I say”. The moves that matter in academic writing (2006). Analyzing Internet platforms used for publishing and discussing scientific research, subjecting the structural model of a scientific text to theoretical rethinking, the authors demonstrate the importance of alternative ways of expressing scientific ideas, speak of the possibility of a broader interpretation of the concept of “academic writing”. Recent studies have shown that blogging and twittering can serve as a tool to integrate into the academic community and build academic reputation. The authors propose to get away from the formalist interpretation of the genre of scientific text, present academic writing as a continuing dialogue, demonstrate that its genre structure is always open for modifications.
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Paltridge, Brian. "Genre and second-language academic writing." Language Teaching 47, no. 3 (June 3, 2014): 303–18. http://dx.doi.org/10.1017/s0261444814000068.
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The term ‘genre’ first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns and Ken Hyland, who have argued for the value of genre in the teaching of L2 academic writing. ESP genre analysis is a development of text linguistics and the description of academic genres, moving from a focus on lexicogrammatical features to rhetorical moves and, later, to a focus on rhetorical context (see Swales 2001 for a review). Systemic functional genre analysis (typically called the ‘Sydney school’) is a development of research such as that of Longacre (1976) and Labov & Waletzky (1967) and their analyses of the discourse structures of texts. Jim Martin and Joan Rothery are two important figures in the early development of systemic functional genre analysis; their work became the basis for the Disadvantaged Schools Project in Sydney (see Rose & Martin 2012 for a history). As an approach to the teaching of writing, genre-based pedagogy came into prominence in the US, in part as a response to process writing, which, it was felt, did not realistically prepare students for the demands of writing in academic contexts (Horowitz 1986). Genre-based pedagogy in Australia has a similar history and was a reaction to whole language and process writing, which were dominant in the teaching of writing in Australian schools at the time.
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Handayani, Magpika. "SENTENCE FEATURE IN STUDENTS’ ACADEMIC WRITING (Case Study in Polytechnic of Tonggak Equator Pontianak)." Journal of English Educational Study (JEES) 2, no. 2 (November 11, 2019): 63–69. http://dx.doi.org/10.31932/jees.v2i2.490.
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Abstract: Academic writing is one type of writing that should be mastered by students in Polytechnic of Tonggak Equator Pontianak. Academic writing is very important because it functions as a way to express an idea or another way of communication in doing research. Academic writing is essential to process in writing academic articles. Moreover, writing skills are an important part of communication. Academic writing is a specific ability of communication to put writers’ ideas on paper, to organize their knowledge, and then how to make sentences become a paragraph. This research is descriptive qualitative research. The writer collected the data by giving instructions to the students to write an academic article. The respondents are 60 students who are the representative of the students from class A to F in semester 5. This semester is chosen because they have academic writing subject. The result of the research shows that the most crucial problem in writing a sentence in academic context by students of Polytechnic Tonggak Equator Pontianak is in the sentence category. In this problem, students are not able to vary their sentences in their paragraphs that might cause the quality of their sentence is not proficient.Keyword: Sentence Feature, Academic Writing, Politeknik Tonggak Equator Students
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ALQARNI, MOHAMMED SAAD. "Book Review: Writing Analytically." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 573–88. http://dx.doi.org/10.29009/ijres.4.1.15.
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This work addresses a review of a book Writing Analytically. The book presents a number of issues related to improving the writing of scientific research and academic work in light of the requirements of academic stages and various fields of scientific publishing. This book is primarily concerned with providing rich material for academic writing in English.
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Mirahayuni, Ni Ketut, and Susie Chrismalia Garnida. "CHARACTERISTICS OF EFL STUDENTS RESEARCH PROPOSALS: HOW RESEARCH STUDENTS ESTABLISH THEIR RESEARCH TERRITORY." ANAPHORA: Journal of Language, Literary and Cultural Studies 2, no. 1 (August 27, 2019): 10–17. http://dx.doi.org/10.30996/anaphora.v2i1.2722.
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This study investigates characteristics of EFL students's academic writing, particularly students research proposals. This study aims to uncover how novice researchers introduce their research topics within the larger research area. In particular, this study focuses on how students establish their research territory in the introductory parts of their proposals. This study focuses on students knowledge and preparation for conducting scientific research and the structural characteristics of students's research proposals. The study is based in Swales(1990) CARS Model for research article organization. This descriptive qualitative study involves 136 student proposals collected from 6th semester bachelor students majoring in English who enrolled in Research of Language classes in four academic years 2014/2015, 2015/2016, 2016/2017 and 2017/2018. Analysis of students topics indicates that most students are not yet well-prepared for conducting research. Analysis of the structural characteristics of the proposal also shows that students lacked substantial knowledge on research area or disciplines as well as scientific writing, particularly research writing, that detriment their success for entering the research community. Serious pedagogical and training efforts need to be done to improve students ability and preparation for research.
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Lau, Thu. "Noun Phrase Construction in Academic Research Articles." IJOHMN (International Journal online of Humanities) 3, no. 6 (December 23, 2017): 17. http://dx.doi.org/10.24113/ijohmn.v3i6.44.
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The study explored the syntactic complexity and semantic function of noun phrases in TESOL academic research articles. The corpus was comprised of 60 articles (572874 words) from three TESOL journals including TESOL Quarterly, TESOL Journal, and Journal of Second Language Writing. POS tagging was added to the corpus using TagAnt 1.2.0 (Anthony, 2015). A list of 20 highest-frequency nouns was generated using wordlist tool in AntConc 3.3.4 (Anthony, 2014). Based on the specific contexts of these nouns, the researcher analyzed the syntactic complexity of noun phrases in light of their pre-modifiers and post-modifiers. The semantic function of noun phrases was analyzed based on the excerpts generated by the Concordance tool. The results showed that the complexity of noun phrases was dependent on the complexity of their premodifiers and postmodifiers. A complex postmodifier usually contained more than one element, embedding prepositional phrases, nonfinite clauses, or relative clauses. The use of noun phrases enabled the writer to increase cohesion and coherence within and across the text. The findings were of value to both L2 learners and young scholars in developing their writing performance for the target journals in the field
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Søraa, Roger Andre, Lina Ingeborgrud, Ivana Suboticki, and Gisle Solbu. "Communities of writing – co-construction of knowledge within an Agraphia writing group." Nordic Journal of Science and Technology Studies 5, no. 1 (August 10, 2017): 30. http://dx.doi.org/10.5324/njsts.v5i1.2243.
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<p class="Normal1">This research note reflects on practices in an academic writing group for PhD candidates at a Norwegian university. Academic writing is one of the most important skills an academic must develop, but reflecting on and improving this skill in a collective is not necessarily a priority. Previous research on writing groups has examined such groups through the analysis of pedagogy and academic identity. In contrast, our study reflects on the writing group as a community of practice. We understand improved skills of writing, reading and commenting as practical accomplishments that are situated and co-constructed within this socio-technical context. The background for the research is a departmental group of six to eight members who have met regularly for the past two years. The creation and management of this group has been inspired by the ‘agraphia model’, as developed by Paul Silvia. With this research note, we wish to further develop the understanding of writing groups as communal practices. We do this by reflecting on our own experiences with such groups and discuss potential improvements in their organisation. </p>
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Sevcikova, Beata Lewis. "Online Open-Source Writing Aid as a Pedagogical Tool." English Language Teaching 11, no. 8 (July 24, 2018): 126. http://dx.doi.org/10.5539/elt.v11n8p126.
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The present research offers an assessment of the online open source tools used in the L2 academic writing, teaching, and learning environment. As fairly little research has been conducted on how to best use online automated proofreaders for educational purposes, the objective of this study is to examine the potential of such online tools. Unlike most studies focusing on Automated Writing Evaluation (AWE), this research concentrates only on the online, open-source writing aide, grammar, spelling and writing style improvement tools available either for free or as paid versions. The accessibility and ability to check language mistakes in academic writings such as college-level essays in real time motivates both, teachers and students. The findings of this empirical-based study indicate that despite some bias, computerized feedback facilitates language learning, assists in improving the quality of writing, and increases student confidence and motivation. The current study can help with the understanding of students’ needs in writing, as well as in their perception of automated feedback.
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Penney, Sharon Charlotte. "Balancing Family and Career on the Academic Tightrope." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 457–79. http://dx.doi.org/10.47678/cjhe.v45i4.184396.
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This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.
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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, no. 2 (August 1, 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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오세영. "Research on the Method of Writing Instruction for Academic Writing Development of Adolescent Writer." KOREAN EDUCATION ll, no. 101 (December 2014): 277–325. http://dx.doi.org/10.15734/koed..101.201412.277.
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Oktarina, Santi, Emzir Emzir, and Zainal Rafli. "STUDENTS� AND LECTURERS� PERCEPTION ON ACADEMIC WRITING INSTRUCTION." English Review: Journal of English Education 6, no. 2 (June 10, 2018): 69. http://dx.doi.org/10.25134/erjee.v6i2.1256.
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The aim of this research is to gain the perception of students and lecturers toward academic writing instruction Indonesian language classes in Universitas Sriwijaya. This current research was a part of research and development study on Moodle-based teaching model for academic writing instruction in Indonesian language classes. The steps of research and development model was carried out using survey and content analysis. The research was conducted in Universitas Sriwijaya. Questionnaire, interview and focus-group discussion (FGD) were instruments to collect data. Meanwhile, both quantitative and qualitative data analysis was used to analyze the collected data. After analyzing data from questionnaire, both students and lecturers perceived that academic writing instruction in Indonesian language classes are good and proper. However, the data from interview and FGD showed that there were different views between students and lecturers regarding to academic writing instruction in Indonesian language classes.Keywords: perception, instruction, academic writing