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Dissertations / Theses on the topic 'Academic writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.

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(UPC), Universidad Peruana de Ciencias Aplicadas, Torres Nadhia Orquidia Priscilla Briceño, Diez Luis Ramón Sandoval, and Saenz Regina Carolina Terry. "Academic writing - TR193 201801." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623631.

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El curso de Escritura Académica es electivo y pertenece a la línea de segundas lenguas en la carrera de Traducción e Interpretación, es de carácter teórico-práctico, está dirigido a los estudiantes que posean un nivel intermedio de inglés (B1) según el Marco Común Europeo de Referencia para las Lenguas y busca desarrollar la competencia general de comunicación escrita. Estando inmersos en la era de la información, comunicarse de manera efectiva es fundamental para propiciar el entendimiento y la convivencia pacífica en un mundo globalizado. En la actualidad, somos testigos de cómo la com

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3

Wojdylo, John. "Towards Academic Writing with Substance." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21060.

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4

Kemp, Andrew. "CHARACTERISTICS OF ACADEMIC WRITING IN EDUCATION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2709.

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According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education.

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5

Dubcovsky, Laura. "In search of incipient academic writing /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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6

Repository, Manager. "Thesis writing guide." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4598.

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Masters in Public Administration - MPA<br>Candidates for higher degrees often have unnecessary difficulty with the technical aspects of writing a thesis. They can expect expert supervision in conducting their research and drawing conclusions, but the responsibility for presenting their work in the correct way is theirs alone. This Guide has been developed in response to student needs. It explains the simple technical requirements for presenting a thesis. It is the candidate's responsibility to meet these requirements. No Master's or Doctoral candidate can have a valid reason for submitting tec

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7

Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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8

Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.

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This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two stu

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9

Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.

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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while

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10

Lai, Wai Ling. "Introducing a Logical Thinking Approach to Teaching Academic Writing: Why is Logical Thinking Education Needed in Academic Writing." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21056.

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11

AlAjaji, Eman Abdullah. "Self-representation in academic writing : a copus-based exploratory study of the College of Nursing students' academic writing." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6649/.

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This corpus-based, exploratory study attempts to fill a gap in the realm of knowledge on writer’s self-representation in academic writing. It aims to examine the writer’s discoursal self manifested by the utilisation of first person pronouns, focusing on the functional roles they occupy in multi-genre texts (paragraphs and essays) generated by non-native, undergraduate students at different levels of the College of Nursing in the cities of Al-Ahsa (CON-A) and Jeddah (CON-J) in Saudi Arabia. The students’ texts were compiled in two sub-corpora: CON-A (27160 words) and CON-J (15413 words). The d

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12

Rahim, Taher. "Effective strategies for developing academic student writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53404.pdf.

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13

Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.

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14

Hudson, Lizel Sandra Ann. "Enhancing academic writing competence in radiography education." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1554.

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Thesis (MTech (Radiography))--Cape Peninsula University of Technology, 2011<br>This thesis records a study undertaken by a radiography lecturer at a satellite campus of a University of Technology (UoT) in the Western Cape Province of South Africa. The study investigated the academic writing practices of first year Radiation Science learners and focused on an intervention to assist learners to enhance their academic writing competence. Three research questions were addressed: 1. What did radiography learners perceive to be the factors that enabled and constrained their academic writing co

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15

Подолкова, Світлана Віталіївна, Светлана Витальевна Подолкова, and Svitlana Vitaliivna Podolkova. "Essay as a form of academic writing." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77009.

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Common information society actualizes the problem of foreign language study by students and graduate students of non-linguistic specialties. The benefit of acquiring skills to write academically gives opportunity to participate in international conferences, to publish research papers in various journals. Actuality of the paper is determined by the importance of academic writing, particularly academic essays, for contemporary students and post-graduate students, as they are expected to write a lot of written works like dissertation, thesis writing, coursework writing, research paper writ

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16

Heidler, Linda E. "NNS Use of Adverbs in Academic Writing." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84213/.

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Recent studies have begun to redefine the idea of accuracy in second language acquisition to include not only grammatical correctness, but also native-like selection. This is an exploratory study aimed at identifying areas of nonnative-like selection of adverbs, such as sentence position, semantic category preferences, frequency of use and breadth of word choice. Using corpus-linguistic methods it compares the writing of nonnative English speakers at an intermediate and advanced level to both American college students’ writing and published academic writing. It also conducts in-depth case s

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17

DoBroka, Cheryl Conrad. "The promise of success : academic writing in a basic writing discourse community." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239975640.

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18

DeJarnette, Nancy Kay. "Effect of the 6+1 trait writing model on student writing achievement." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Li, Yanan, and 李亚男. "Multimodal analysis of academic posters by student writers across disciplines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207138.

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This dissertation examines the multimodal discourse of academic posters from three disciplines, namely, Chemistry, Speech & Hearing Sciences and Linguistics, in an attempt to unravel how writers from different disciplinary communities build their communicative purposes into the verbal and visual modes in their posters. The analytical framework adopted for this study builds upon the one proposed by D’Angelo(2010), which incorporates Hyland’s metadiscourse model (2005) and Kress and van Leeuwen’s visual grammar paradigm (2006) for the verbal and visual analyses respectively, and supplements it w

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20

Kokt, D., L. Lategan, and R. Dessels. "The Interim as developmental academic journal." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/327.

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Published Article<br>Research has two important objectives: the contribution to scientific discourse and the identification of solutions for the challenges societies, government, business and industry face. Research should be in the public domain. The publication and presentation of research results are important activities academics need to engage with. Through publications and presentations are societies informed of the positive influence and impact research can bring to them. This paper will focus on the importance of publications and how emerging scholars can be assisted to get their resea

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21

McClay, Deirdre Mary. "Stories from Irish higher education academic writing centres." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.727645.

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This thesis researches the experiences, from six academic writing centre founders, of developing pedagogies in one centre in Northern Ireland and five in Republic of Ireland. The aim is to identify writing centre pedagogies, and to map them to writing theories and epistemic roots; based on these mappings, the study explores how the pedagogies impact on student inclusivity in writing support within the host institution. From eight centres in 2014, seven founders were invited to participate based on online visibility, sector and jurisdiction; six agreed. The methodology used is narrative inquiry

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22

Li, Juan. "Revision strategies in English-second-language academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0007/MQ45284.pdf.

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23

Shrestha, Prithvi Narayan. "Dynamic assessment of academic writing for business studies." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552789.

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This study explores the application of a formative assessment approach known as Dynamic Assessment (DA), as developed within the Vygotskian sociocultural theory of learning. DA blends instruction with assessment by targeting and further developing students' Zone of Proximal Development (ZPO). The study investigates whether, and if so. how DA enhances students' academic writing and conceptual development in business studies over time. DA and Hallidayan Systemic Functional Linguistics (SFL) informed the methodological design of this study. which employed a mixed methods approach in order to trac

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24

Donnelly, Dianne J. "Establishing Creative Writing Studies as an Academic Discipline." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3809.

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The discipline of creative writing is charged "as the most untheorized, and in that respect, anachronistic area in the entire constellation of English studies (Haake What Our Speech Disrupts 49). We need only look at its historical precedents to understand these intimations. It is a discipline which is unaware of the histories that informs its practice. It relies on the tradition of the workshop model as its signature pedagogy, and it is part of a fractured community signaled by its long history of subordination to literary studies, its lack of status and sustaining lore, and its own resistanc

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25

Usher, Natalie. "Learning about academic writing through holistic peer assessment." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:6c22cbc9-cb25-45ff-bf13-8fc190a201ec.

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While there is a consensus among researchers that assessment should and can serve learning, there is less understanding of how it supports learning at a fine-grained level. This thesis uses design-based research to investigate the role of comment-only, holistic peer assessment in writing development. The theory of action synthesises Sadler's accounts of learning through assessment (1989, 2010) with Winne and Hadwin's (1998, 2008) model of self-regulated learning. It is theorised that participating in peer assessment helps students to develop evaluative expertise, which in turn enriches task pe

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26

Agostini, Andréia Veríssimo. "Cohesion and coherence in undergraduate student's academic writing." reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/136323.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2015.<br>Made available in DSpace on 2015-11-10T03:07:14Z (GMT). No. of bitstreams: 1 335827.pdf: 1563451 bytes, checksum: 081a6e8ebcd301825885ccd7dc984783 (MD5) Previous issue date: 2015<br>Abstract : The aim of this study was to investigate undergraduate students' perceptions of cohesion and coherence as well as their ability to write cohesive and coherent texts according to the frameworks of Halliday and

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Yamamoto, Natsuki. "The use of modals in ESL academic writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1727.

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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 thei

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Blake, Turnbull. "Translanguaging in Japan: Perspectives and potentials in EFL academic and creative writing." Kyoto University, 2019. http://hdl.handle.net/2433/242723.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第21846号<br>人博第875号<br>新制||人||210(附属図書館)<br>2018||人博||875(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授中森誉之, 教授水野眞理, 准教授 PETERSON Mark<br>学位規則第4条第1項該当

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Meng, Zhaohui. "Writing to transform, Chinese graduate students' stories in epistemological learning of English academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ45966.pdf.

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Colbert, Elizabeth Dianne. "Speaking the unspoken the ontology of writing a novel /." Australasian Digital Theses Program, 2009. http://hdl.handle.net/1959.3/64875.

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Creative practitioners, undertaking practice-led research, theorise their practice within an academic domain. Within a three-tiered, performative research paradigm, this project researched writerly identity during the writing of a novel and exegesis. Firstly, based on the writer’s experience with creative and academic writing, the differences were explored through two first-person narratives in a frametale novel, The Fragility Papers, a process documented by critical and reflective journaling. Secondly, the insights gained during the writing of the novel were theorised within the domain of cre

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Akcaoglu, Mustafa Ozturk. "An Assessment Of Academic Writing Needs Of Graduate Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613608/index.pdf.

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This study mainly aimed at investigating the academic writing needs and writing self-efficacy beliefs of graduate students studying at an English-medium university, Ankara. Furthermore, such areas that have a crucial role in determining writing needs as the frequency of writing tasks, usefulness of written sources, perceived importance of academic writing, and role of Turkish while writing were explored. In this study, quantitative data via &ldquo<br>Academic Writing Needs Assessment Survey for Graduate Students&rdquo<br>were collected from 213 graduate students enrolled at Graduate School of

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33

Taylor, Vi Linh. "Tense usage in academic writing a cross-disciplinary study /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58551.pdf.

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34

Rizomilioti, Vassiliki. "Epistemic modality in academic writing : a corpus-linguistic approach." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288688.

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35

Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.

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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experienc

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Ходцева, Алла Олександрівна, Алла Александровна Ходцева, and Alla Oleksandrivna Khodtseva. "Team Research Projects in Academic Reading and Writing Module." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/59172.

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The analysis of author’s five-year experience in using team research projects within the framework of Academic Reading and Writing Module is presented. Team Research Projects are viewed as student-centered activities that involve learners in extensive practice of communication skills and focus on the developing their study skills and using them in authentic speech situations.<br>Аналізується досвід роботи автора з дослідницькими проектами при вивченні модуля “Академічне читання та письмо. Групові дослідницькі проекти розглядаються як діяльність, що залучає студентів до інтенсивної практики ко

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Johnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.

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The purpose of this action research study is to challenge accepted practice in ESL writing with the implementation of an experimental syllabus informed by a sociocultural approach, specifically Vygotsky's (1987) assertion of the key role that awareness and control of theoretical concepts plays in cognitive development. Following Gal'perin and Davydov, the classroom approach implemented here is essentially concerned with L2 development as the internalization, appropriation and control of conceptual meaning in the context of the goal-oriented activities of teaching and learning. This research an

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Zhu, Jing. "PRACTICES IN TEACHING ACADEMIC WRITING A COMPARISON OF WRITING TEACHERS IN CHINA AND THE US." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/959.

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This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on t

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39

Booher, Brandon M. Waisanen Derek S. "Introducing professional writing skills to future Naval Officers an adjunct to NPS Distance Learning /." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2008/Dec/08Dec%5FBooher%5FMBA.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2008."<br>Advisor(s): Suchan, Jim ; Simon, Cary. "December 2008." "MBA professional report"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 57-59). Also available in print.

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Flavell, Richard 1947. "Writing, reading and judging academic essays in a global university : an activity system analysis." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8191.

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Watson, Shalini. "Learning designs incorporating animated pedagogical agents: Their potential for improving academic writing competence, writing self-efficacy, and reducing writing anxiety." Thesis, Watson, Shalini (2021) Learning designs incorporating animated pedagogical agents: Their potential for improving academic writing competence, writing self-efficacy, and reducing writing anxiety. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/63825/.

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Academic writing can be extremely challenging, especially for new university students. This is compounded by the mass-migration of courses to online delivery, which further increases the complexity of acquiring writing skills. Animated pedagogical agents (APAs) have shown promise in addressing these problems, because they simulate authentic face-to-face social interactions thereby potentially increasing student engagement, motivation, and favourable emotions conducive to learning. This study’s first aim was to examine the impact of learning designs employing APAs on novice learners’

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Heeks, Richard James. "Discovery writing and genre." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/13802.

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This study approaches ‘discovery writing’ in relation to genre, investigating whether different genres of writing might be associated with different kinds of writing processes. Discovery writing can be thought of as writing to find out what you think, and represents a reversal of the more usual sense that ideas precede writing, or that planning should precede writing. Discovery writing has previously been approached in terms of writers’ orientations, such as whether writers are Planners or Discoverers. This study engages with these previous theories, but places an emphasis on genres of writing

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43

Turner, Elizabeth. "An investigation of assessed writing requirements at undergraduate level in the humanities a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Applied Language Studies, 2005." Full thesis. Abstract, 2005. http://puka2.aut.ac.nz/ait/theses/TurnerE.pdf.

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44

Ho, Kin-loong, and 何鍵龍. ""I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48540110.

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An appropriate representation of self is crucial in reporting past research, establishing a committed writer stance, and persuading the reader in academic writing. While research has suggested an underuse of authorial reference in student writing at the university level, less attention has been devoted to students preparing to enter university. In this study, I seek to investigate students’ usage and perceptions of reporting verbs along a continuum of authorial power at a community college in Hong Kong. Based on a revised averral framework by Charles (2006b) and the reporting verb taxonomy by

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45

Alharbi, Noof Saleh M. "An investigation into the academic writing difficulties of Saudi postgraduate students." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33113.

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This interpretive study aims to investigate the difficulties in English academic writing as perceived by Saudi postgraduate students and their English supervisors in an English-speaking country. In accordance with the exploratory nature of the methodological approach adopted in this study, the research design of the current study employs a sequential mixed-methods design. The quantitative phase is represented by the questionnaire whereas semi-structured interviews and document analysis constitute the qualitative phase. From the sample, 275 students were asked to fill in the prepared questionna

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Allardice, Seamus Rory. "Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80193.

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Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness for academic writing in the first-year literary studies course, English 178, located in the English Department at Stellenbosch University. The research was conducted during 2011 and 2012 making use of a survey which was completed by the 2011 first-year English 178 class, and also utilising a series of interviews with students, tutors and lecturers in 2012. Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socia

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Moglen, Daniel Justin. "Social Environments, Writing Support Networks, and Academic Writing| A Study of First Year International Graduate Students." Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264425.

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<p> This dissertation is an inquiry into the social experiences of first year international graduate students, and how those social experiences inform their academic writing development. Drawing from the sociocognitive perspective (Atkinson, 2002; Lantolf, 2000), this study recognizes that the university is social in nature, and language learning occurs in the mind, body, and world (Atkinson et al., 2007). The international graduate students in this study were recruited from the first quarter academic writing class in fall 2014 (n=113), and were surveyed at four time points throughout the acad

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Montemayor-Borsinger, Ann Barbara Sylvia. "Case studies of academic writing in the sciences : a focus on the development of writing skills." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/1359/.

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The aim of the present thesis is to make a longitudinal study of changes affecting sentence-initial elements in articles published over time by a sample of researchers in international journals of physics. The linguistic framework adopted for such a study is a systematic-functional one. The general research methodology is established around two main axes, one linguistic, and the other statistical. To conduct a longitudinal survey focusing on thematic changes, it was necessary on the one hand to set up clear and unambiguous linguistic categories to capture these changes and, on the other, to pr

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LOPES, MIGUEL PAIS MOREIRA. "THE PROCESS OF WRITING ACADEMIC SUMMARIES: AN ANALYSIS BASED ON WRITING PROCESS MODELS AND TEXTUAL GENRES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20637@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Este trabalho visa investigar o processo de produção e revisão textuais de resumos acadêmicos na graduação através de uma reflexão teórica pautada em gêneros textuais e modelos processuais da escritura. Levamos em conta como os alunos realizam a sumarização, que operações línguísticas e estratégias de produção são mais utilizadas, com que conceito de revisão têm trabalhado e até que ponto esses fatores influenciam a qualidade textual. A escrita de textos acadêmicos tem se

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Zhang, Meng. "Exploring Novice Nonnative English-Speaking Doctoral Students’ Experiences With Academic Speaking, Writing, And Speaking-Writing Connections." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557174145811641.

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