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Journal articles on the topic 'Academic writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.

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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the re

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2

Kiriakos, Carol Marie, and Janne Tienari. "Academic writing as love." Management Learning 49, no. 3 (2018): 263–77. http://dx.doi.org/10.1177/1350507617753560.

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Writing is presented in hegemonic academic discourse as a rational and predictable activity that targets publications in the right journals. Nevertheless, many academics struggle with writing. In this article, we draw attention to how writing is experienced as an embodied, sensuous, emotional, social, and identity-related activity. Specifically, we aim to advance this comprehensive understanding of academic writing with the concept of love. By understanding love as action rather than feeling, we can foster our love for writing both as practice and in practice. We can learn to deal with the str

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3

Herman, David J., and Marc W. Redfield. "Academic Writing." PMLA 104, no. 5 (1989): 898. http://dx.doi.org/10.2307/462584.

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4

Foxwell, Elizabeth. "Academic writing." Nursing Standard 22, no. 41 (2008): 59. http://dx.doi.org/10.7748/ns.22.41.59.s44.

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5

Chenery-Morris, Sam. "Academic writing." Nursing Standard 22, no. 52 (2008): 59. http://dx.doi.org/10.7748/ns.22.52.59.s35.

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Lightfoot, Steven. "Academic writing." Nursing Standard 22, no. 8 (2007): 59. http://dx.doi.org/10.7748/ns.22.8.59.s45.

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7

Beatriz Coelho Soares, Bruna. "ACADEMIC WRITING." Revista Gênero e Interdisciplinaridade 3, no. 03 (2022): 228–35. http://dx.doi.org/10.51249/gei.v3i03.823.

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Writing an academic text can be a very challenging process for undergraduates and graduate students. One of the explanations is the fact that it is a skill that not all people master or have ease. In addition, scientific writing is part of a broader thought-making process and involves revisions and rewrites until the design of the final product. Therefore, this material arises as a result of consulting and advisory experiences for the preparation of academic papers.

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8

Paltridge, Brian. "Academic writing." Language Teaching 37, no. 2 (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 writin

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9

Kaldor, Susan, and Judith Rochecouste. "General academic writing and discipline specific academic writing." Australian Review of Applied Linguistics 25, no. 2 (2002): 29–47. http://dx.doi.org/10.1075/aral.25.2.04kal.

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10

Omodan, Bunmi Isaiah, and Newlin Marongwe. "The role of artificial intelligence in decolonising academic writing for inclusive knowledge production." Interdisciplinary Journal of Education Research 6, s1 (2024): 1–14. http://dx.doi.org/10.38140/ijer-2024.vol6.s1.06.

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This conceptual article delves into the integration of Artificial Intelligence (AI) in academia, focusing on its potential to decolonise academic writing for inclusive knowledge production. The paper begins with an overview of decolonisation in academic discourse and introduces AI's emerging role in this field. It then reviews the literature on decolonial perspectives in academia, the challenges faced by non-native English speakers in academic writing, and previous AI research in education, highlighting gaps that necessitate a decolonial and critical approach. The theoretical framework combine

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11

Zuhra, Jurayeva. "THE ROLE OF CREATIVE WRITING IN DEVELOPING ACADEMIC WRITING SKILLS." American Journal of Philological Sciences 4, no. 11 (2024): 90–100. http://dx.doi.org/10.37547/ajps/volume04issue11-17.

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This article explores the role of creative writing in developing academic writing skills, examining how the expressive freedom of creative exercises can enhance students' ability to communicate complex ideas within structured academic frameworks. By fostering a unique voice, expanding vocabulary, and cultivating critical thinking, creative writing contributes to a balanced skill set that strengthens students' academic writing capabilities. This blend of creativity and discipline encourages students to engage more deeply with the writing process, making their academic work both compelling and a

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12

Akhtar, Rubina. "The Effects of ESL Student‟s Attitude on Academic Writing Apprehensions and Academic Writing Challenges." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 5404–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020247.

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13

Ahmed, Abdulaziz Ahmed Mohammed. "Academic Writing: Types, Elements, and Strategies." IJLHE: International Journal of Language, Humanities, and Education 5, no. 2 (2022): 60–70. http://dx.doi.org/10.52217/ijlhe.v5i2.989.

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Academic writing is difficult. It requires a complex combination of generating ideas, selecting the idea that are appropriate to the writing tasks, translating these into a text and a polishing the text to produce a reasonable and presentable documents. In doing this, a writer has to bring out not only his or her own thoughts but also to make more and enough connection with the community whom writing is being written. This paper will highlight the different kinds of academic writings and the important strategies a researcher should follow to build up a good comprehensible and logical scientifi

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14

UMOH, Samuel, and Matshepo Catherine MATOANE. "Academic Writing Needs of International Psychology PhDs in a South African University." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 68, no. 2 (2023): 131–46. http://dx.doi.org/10.24193/subbpsyped.2023.2.07.

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"The paper examines the academic writing experience amongst international psychology PhD students at a South African public university. The paper also discusses the challenges of academic writing and the support structures of academic writing. Sixteen (16) international students studying at PhD level in psychology were selected by purposive sampling from a public South African university in KwaZulu-Natal. Drawing from generated by iproposalss, findings suggest that participants experienced academic writing challenges in drafting PhD proposal, supervisor’s feedback and plagiarism. Academic writ

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15

Ekundayo, Omowumi Olabode, and Stanley Sokari. "Writing Right in Academese: The Language of Academic and Research Report Writing." CLAREP Journal of English and Linguistics 1 (October 10, 2019): 31–59. http://dx.doi.org/10.56907/gs6bxd76.

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This article is an abridged pullout of chapter ten a forthcoming book on academic and research report writing, which examines the major features of academese. The paper presents and illustrates questionable features of language usually found in some academic writings with a view to making researchers and academics, particularly budding ones, identify and avoid them in research report writing. Data for this article were sourced mainly from library materials and the Internet. The examples used for illustration were extracted from postgraduate students’ scripts, seminar papers, journal articles f

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16

DeLyser, Dydia. "“Writing's intimate spatialities: Drawing ourselves to our writing in self-caring practices of love”." Environment and Planning A: Economy and Space 54, no. 2 (2021): 405–12. http://dx.doi.org/10.1177/0308518x211068496.

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This Commentary outlines four conceptual-spatial challenges of academic writing, and suggests an approach to navigating them. Academic writing, as feminist economic geographers argue, is underpinned by difference: emerging from and produced through different positionalities, differing access to stable employment and material, temporal and spatial resources, all set within structures of power and inequity—significant among them the neoliberal university. At the same time, for academics writing demands space in our lives: temporally, locationally, conceptually, and emotionally. Because these spa

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17

Verheijen, Lieke. "The language of quoting in academic writing." Dutch Journal of Applied Linguistics 4, no. 1 (2015): 101–21. http://dx.doi.org/10.1075/dujal.4.1.10ver.

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Because quotation is a fundamental aspect of academic texts, this corpus study examines the language of quoting in (L2) academic writing. To find out whether there are subtle linguistic differences in the use of quotation by learners of English as a foreign language (EFL) and professional academics who are native speakers of English (NSE), I compare two corpora of scholarly writings: one by upper intermediate and advanced EFL students and one by NSE experts. 1201 Quotes were extracted from the writings and examined for a broad range of lexico-grammatical features relevant to using quotes, incl

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18

Gurung, Raj Kumar. "Why Academic Writing?" Pursuits: A Journal of English Studies 6, no. 1 (2022): 75–82. http://dx.doi.org/10.3126/pursuits.v6i1.46853.

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Yes, writing is really a challenging and a tough work. Academic writing is a technical writing. It differs from general writing. It is a coherent writing of good organization of words, phrases, sentences, paragraphs, ideas and issues, whereas general writing is just the record of something like the data of information. They cannot be put in the same bucket. In academic writing, ideas and details are well combined so that the readers will not be confused to get the intended information. The general writing does not follow all these requirements. Academic writing means the incorporation of organ

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19

Wilson, Ellen. "On academic writing." Journal of New Librarianship 4, no. 1 (2019): 193–207. http://dx.doi.org/10.21173/newlibs/6/14.

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20

Conces, Rory J. "Stylish Academic Writing." Högre utbildning 3, no. 2 (2013): 163–65. http://dx.doi.org/10.23865/hu.v3.818.

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21

Thatcher, Sanford G. "Stylish Academic Writing." Learned Publishing 27, no. 1 (2014): 78. http://dx.doi.org/10.1087/20140113.

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22

Jönsson, Sten. "On academic writing." European Business Review 18, no. 6 (2006): 479–90. http://dx.doi.org/10.1108/09555340610711102.

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23

Nesi, Hilary. "Academic writing programs." System 30, no. 2 (2002): 256–58. http://dx.doi.org/10.1016/s0346-251x(02)00011-8.

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24

Redfield, Marc W. "Academic Writing - Reply." Publications of the Modern Language Association of America 104, no. 5 (1989): 898–99. http://dx.doi.org/10.1632/s0030812900176096.

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25

Bennett, Jonathan, and Samuel Gorovitz. "Improving Academic Writing." Teaching Philosophy 20, no. 2 (1997): 105–20. http://dx.doi.org/10.5840/teachphil199720219.

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26

Clifford, Valerie. "Stylish academic writing." Higher Education Research & Development 32, no. 5 (2013): 866–67. http://dx.doi.org/10.1080/07294360.2012.756850.

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27

Manske, Paul R. "Academic hand writing." Journal of Hand Surgery 27, no. 6 (2002): 937–39. http://dx.doi.org/10.1053/jhsu.2002.36997.

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28

McDonough, S. "Academic writing practice." ELT Journal 39, no. 4 (1985): 244–47. http://dx.doi.org/10.1093/elt/39.4.244.

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29

Oshimi, Takayuki. "Academic Writing 101." Annals of Oncology 28 (October 2017): ix57. http://dx.doi.org/10.1093/annonc/mdx604.

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30

Newell, R. "Writing academic papers." International Journal of Aromatherapy 14, no. 1 (2004): 3–8. http://dx.doi.org/10.1016/j.ijat.2003.12.001.

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31

Lacey, Nicola. "On academic writing." Northern Ireland Legal Quarterly 76, RS (2025): 97–115. https://doi.org/10.53386/nilq.v76irs.1226.

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32

Pfeiffer, Verbra, and Christa Van der Walt. "Improving academic writing through expressive writing." Journal for Language Teaching 50, no. 2 (2018): 57. http://dx.doi.org/10.4314/jlt.v50i2.3.

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33

Adom, Dickson. "Getting Your Scholarly Papers Published: A Guide on How to Avoid the Top Ten Most Common Causes of Paper Rejection." Journal of Academic Writing 14, no. 1 (2024): 54–68. http://dx.doi.org/10.18552/joaw.v14i1.1058.

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Scholarly writing and publishing are activities marked by intellectual honesty, integrity, and excellence. Together, they are an indispensable requirement for academics to maintain and sustain their careers in various academic institutions. However, in higher education institutions, the infamous aphorism 'publish or perish' has resulted in unethical academic practices. These practices derail the quality expected of scholarly writing and publishing. This paper is a collection of advice to novice writers on the ten most common reasons why scholarly papers are rejected, offering sound solutions t

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34

Williyan, Aldha, Sirniawati Sirniawati, Tia Nur Istianah, and Mochamad Guntur. "CRITICAL REVIEW ON A DISCOURSE ANALYSIS RESEARCH: WHAT NOVICE WRITERS CAN LEARN." English Review: Journal of English Education 11, no. 1 (2023): 83–90. http://dx.doi.org/10.25134/erjee.v11i1.7195.

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EFL learners inevitably will enter the world of academia, which makes it mandatory for them to write academic writings, especially in the form of research articles. They are obliged to broaden knowledge in the field of their interest by conducting research. Unfortunately, academic writing has always been a serious challenge for them. Writing research articles indeed requires them to be familiar with the writing guidelines, particularly about how the ideas are developed. This present study is therefore intended to assist EFL learners, particularly those who have just started their academic writ

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35

Badley, Graham Francis. "Why and How Academics Write." Qualitative Inquiry 26, no. 3-4 (2018): 247–56. http://dx.doi.org/10.1177/1077800418810722.

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Academics are often criticized for their poor or rotten writing. In this essay, I look first at several ways in which academic writing may be regarded as, for example, obscure and turgid. Second, I discuss reasons why, despite such criticism, academics persevere with their writing. Third, I outline a number of approaches to the how of academic writing as a daily practice. Finally, I present my playful yet serious efforts to confront the hows and whys of academic (and post-academic) writing as an important human and social practice.

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36

Alhasani, Mirela Dubali. "Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers." Journal of Educational Issues 1, no. 2 (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

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37

Pokharel, Bishnu Prasad, Bal Krishna Sharma, and Sultana Banu. "Paragraph Alignment in Academic Writing: Theories and Practices." Bhairahawa Campus Journal 7, no. 1 (2024): 27–40. https://doi.org/10.3126/bhairahawacj.v7i1.79949.

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The study examines the issues surrounding the arrangement of paragraphs in academic writing while focusing on the relationship between the theoretical underpinnings of academic writing and practices. It aims to familiarize beginner writers with the theory of paragraph writing and examples in academic papers. The theoretical underpinning of academic writing and the regular application of the theory among the researchers support the internal validity for them. Informed by the theory of academic writings developed by Toulmin (2003), Anderson (2007), Bailey (2011), Zinsser (2011), and Greene and L

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38

Jonathans, Peggy Magdalena, Bambang Yudi Cahyono, Siusana Kweldju, Devinta Puspita Ratri, Indri Astutik, and Tengku Intan Suzila Tengku Syarif. "Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students." Studies in English Language and Education 12, no. 1 (2025): 346–61. https://doi.org/10.24815/siele.v12i1.41180.

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Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students’ self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that t

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39

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 (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

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40

Bhatt, Ibrar, and Udi Samanhudi. "From academic writing to academics writing: Transitioning towards literacies for research productivity." International Journal of Educational Research 111 (2022): 101917. http://dx.doi.org/10.1016/j.ijer.2021.101917.

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41

Kempenaar, Larissa Elisabeth, and Rowena Murray. "Writing by academics: a transactional and systems approach to academic writing behaviours." Higher Education Research & Development 35, no. 5 (2016): 940–50. http://dx.doi.org/10.1080/07294360.2016.1139553.

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42

Daniel, Ginting, and Barella Yusawinur. "Academic writing centers and the teaching of academic writing at colleges: Literature review." Journal of Education and Learning (EduLearn) 16, no. 3 (2022): 350–56. https://doi.org/10.11591/edulearn.v16i3.20473.

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Although colleges have offered academic writing courses, many students still struggle with this writing ability. Their poor writing skills are also associated with a lack of teacher guidance The tasks given by teachers are sometimes beyond their capabilities. Students are not accustomed to writing long academic papers. As a result, they do not enjoy writing essays, and they are not confident in their writing skills. This research is intended to collect and analyze articles related to Academic Writing Courses and the teaching of academic writing at colleges. The design used is a literature revi

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43

Lin Li. "Mathematical Symbols in Academic Writing: The Case of Incorporating Mathematical Ideals in Academic Writing for Education Researchers." Brock Education Journal 33, no. 1 (2024): 66–84. http://dx.doi.org/10.26522/brocked.v33i1.1122.

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Mathematical symbols, such as those embodying quantum concepts, are indispensable for conveying complex ideas and relationships in academic writing. However, some education researchers and students keep a distance from anything mathematical: algebraic equations, geometrical reasoning, or statistical symbols. How to lower the access threshold for this type of mathematical narrative and reveal the meanings of a range of quantum conceptions to modern educators thus becomes a real problem. Using the pendulum motion equation as a reference point, I argue in this article for the advantages of academ

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44

Dang, Lele. "A Scoping Review of Research on the Current Status of Graduate Students' English Academic Thesis Writing." International Journal of Education and Humanities 18, no. 1 (2025): 185–89. https://doi.org/10.54097/gt6afm34.

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In recent years, English academic writing has received wide attention in the field of English teaching in recent years. It is found that the English academic writing ability of Chinese university students is generally low. More than 80% of the English papers submitted by graduate students to international conferences or international journals are rejected due to English writing problems. In the face of the many problems that exist in graduate students' English academic writing process, teachers of writing courses need to actively face students' English writing problems, analyze these problems

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45

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

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

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46

Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.

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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. Th

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47

Spigelman, Candace. "Argument and Evidence in the Case of the Personal." College English 64, no. 1 (2001): 63–87. http://dx.doi.org/10.58680/ce20011240.

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Opponents of expressivist writing pedagogy claim that encouraging the personal narrative in first-year rhetoric classis is a great disservice to students. Supporters of personal writing responded by making personal writing activities supplemental to traditional academic writings. Spigelman posits that personal narratives can actually serve the same purpose as academic writing and can accomplish serious scholarly work.

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48

Warlizasusi, Jumira, Ifnaldi Ifnaldi, Nuzuar Nuzuar, Ahmad Qodri, and Henny Septia Utami. "Developing Academic Writing Learning Module to Improve Writing Skills of Graduate Program Students." Ta'dib 26, no. 2 (2023): 393. http://dx.doi.org/10.31958/jt.v26i2.10496.

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Academic writing is one of the skills needed by students, especially postgraduate students. However, there were still many writing problems experienced by Islamic Education Management Postgraduate students of IAIN Curup batch 2020. Therefore, it was necessary to develop a learning model for Academic Writing course. This study aims to investigate the development of a learning model in the Academic Writing course. This study used 4D development research model (Define, Design, Develop, and Disseminate). The result of the study shows that the learning model in the Academic Writing course was carri

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49

Murray, Rowena, Morag Thow, Sarah Moore, and Maura Murphy. "The writing consultation: developing academic writing practices." Journal of Further and Higher Education 32, no. 2 (2008): 119–28. http://dx.doi.org/10.1080/03098770701851854.

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50

van Rensburg, Wilhelm. "Writing Partnerships: Academic Writing and Service-Learning." Education as Change 8, no. 2 (2004): 134–45. http://dx.doi.org/10.1080/16823200409487095.

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