Relevant bibliographies by topics / University writing

Contents

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

Academic literature on the topic 'University writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "University writing"

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Ryu, Chan Youl. "In-University Writing and Out-of-University Writing." Journal of General Education 14 (January 31, 2021): 425–51. http://dx.doi.org/10.24173/jge.2021.01.14.15.

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Seunggyu Lee. "University Writing Education through Open Writing." KOREAN EDUCATION ll, no. 77 (2007): 265–86. http://dx.doi.org/10.15734/koed..77.200712.265.

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Libert, Alan Reed. "Writing for University." Australian Journal of Linguistics 34, no. 4 (2014): 624–25. http://dx.doi.org/10.1080/07268602.2014.956922.

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Chowdury, Adhiraj. "Writing in University." Langua: Journal of Linguistics, Literature, and Language Education 2, no. 2 (2019): 41–47. https://doi.org/10.5281/zenodo.4292824.

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This article is a review of an online course on writing at the university level. It provides an overall summation of the chosen course based on the topics covered during the entire period of the course. As a conclusion, it provides a rounded opinion about the importance of such courses for non-native English speakers and writers.
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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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Nam, Daehyeon, and Kwanghyun Park. "I will write about: Investigating multiword expressions in prospective students’ argumentative writing." PLOS ONE 15, no. 12 (2020): e0242843. http://dx.doi.org/10.1371/journal.pone.0242843.

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Multiword expressions are a contiguous series of words in a text. This study examines the phraseological profile based on multiword expressions in argumentative writings in a 120,000-word collection of nonnative prospective university students’ writing. The profile is compared with two sets of American university students’ writing from two corpora that comprise upper-level American university students’ course papers and argumentative essay texts. The data are investigated both quantitatively and qualitatively in terms of the structure (i.e., noun, verb, and prepositional phrases) and function
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Abdul Hadi, Nurul Farhanah, Nur Afifah Diyanah Shaharudin, Nurul Dalila Faris, Wan Sarah Wan Zainal Abidin, Nurin Erdiani Mhd Fadzil, and Siti Fazlina Isnin. "Understanding Writing Difficulty and Writing Process Among Pre-University Students." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 9 (2024): e002935. http://dx.doi.org/10.47405/mjssh.v9i9.2935.

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Numerous research findings reveal that a substantial proportion of pre-university students face challenges in developing proficient writing skills as they encounter difficulties in mastering this capability throughout the writing process. Therefore, this research examined how learners perceived their writing challenges and processes in academic writing in three distinct stages: before writing, during writing and during revising. Specifically, the study focused on the writing process and the challenges students encountered in crafting essays for the Extended Writing section of the Malaysian Uni
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Nkateng, Unity, and Sue Wharton. "Professional writing: Description of the writings of social workers in Botswana." Language Teaching 45, no. 3 (2012): 401–2. http://dx.doi.org/10.1017/s0261444812000110.

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The main purpose of this study is to identify the professional writing needs of undergraduate students studying social work in the University of Botswana. In order to do this, it seeks to analyse the types of texts produced by social workers in their professional setting, to find out what relationship exists between the writing done by professional social workers and the writing taught in the dedicated English Language Support unit at the University of Botswana, and to explore the similarities and differences between the documents written by the students and those produced by professional soci
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Son, Dajung, Hyunjung Byun, and Younkyung Seo. "Exploring Writing to Learn in University Assignments : A Case Study of University A." Korean Association of General Education 18, no. 6 (2024): 273–90. https://doi.org/10.46392/kjge.2024.18.6.273.

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This study aimed to develop a classification framework for types of Writing to Learn (WTL) and, based on this framework, analyze the writing assignments in various courses at University A to explore how writing is used as a tool for learning. To achieve this, writing assignments from all courses offered during the first and second semesters of 2023 at University A were analyzed. First, through a literature review and two rounds of expert validation, five types of WTL assignments for university-level writing were classified as ‘Summarizing, Reflective Writing, Expository Writing, Argumentative
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Noemi, Nancy Chiuh. "FROM NEEDS ANALYSIS TO DESIGNING ACADEMIC WRITING MATERIALS FOR DIPLOMA STUDENTS OF MARA UNIVERSITY OF TECHNOLOGY (UITM), MALAYSIA." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (2015): 76–86. http://dx.doi.org/10.21009/ijlecr.012.18.

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When students begin their undergraduate studies, they will need to adjust to the demands of the undergraduate studies with regard to academic English at university level. Dudley-Evans & St. John (1998, p.37) maintain that “their English tuition up to the tertiary level will generally have been in the area of General English, and is unlikely to have included specific preparation for study at university level…” Barker (2000, p.8), in his study on first year students’ perception of writing difficulties, found that the students “come to realise during first semester that they are not
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Dissertations / Theses on the topic "University writing"

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Lotze, Geraldine. "Expressive Writing with University Students with Disabilities." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1851.

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Research suggests college students with high incidence disabilities experience more distress than their peers without disabilities as they adapt to college. The expressive writing paradigm developed by Pennebaker and Beall (1986) effectively reduced distress in college students and other nonclinical samples when participants wrote about emotions they experienced surrounding an upsetting event. Previous research on expressive writing has not addressed the effectiveness of the paradigm with students with disabilities. A randomized control trial study examined changes in distress and daily hassle
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Mota, Filho Antonio. "Text structure and brazilian university student's writing proficiency." reponame:Repositório Institucional da UFSC, 1989. https://repositorio.ufsc.br/xmlui/handle/123456789/157596.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T16:24:50Z (GMT). No. of bitstreams: 1 79187.pdf: 2947212 bytes, checksum: 7538e89c2f805069675390db75fccb0a (MD5) Previous issue date: 1989<br>Pesquisas empíricas têm demonstrado a importância da organização retórica na compreensão e produção de textos expositivos (ou narrativos). A idéia básica é que a organização retórica subjacente a um dado texto interage com o esquema formal do leitor (seu conhecimento prévio e sua experiência com organização retóri
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Lindblom, Tobin Eliot. "The use of gallery writing in very large groups /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850451841&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279649340&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.<br>Typescript. Vita. "May 2008." Major professor: Dr. Milam Aiken Includes bibliographical references (leaves 64-71). Also available online via ProQuest to authorized users.
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Subphadoongchone, Pramarn. "Writing in the disciplines of science : dissertation writing experiences of postgraduate students in a Thai university." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9625.

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This study reports on Thai science students’ experiences in writing their master’s dissertations in English in a Thai university. Situated in an interpretive, qualitative case study design, the study implements a theoretical framework drawing on the notions of communities of practice (Lave & Wenger, 1991; Wenger, 1998) and imagined communities and investment (Norton, 2000, 2001). The research participants were five master’s students and their paired dissertation supervisors recruited from three master’s programmes in science disciplines where the medium of instruction was Thai. The students, h
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Stainbrook, Emily Rose. "A Usage Study of the Write Place at the University of Dayton." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371.

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Bush, Denise, and n/a. "Writing in the university : faculty expectations and overseas tudents' performance." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.

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Two surveys were conducted at the University of Canberra in 1992 to seek the views of faculty on issues regarding academic writing. The first survey sought to ascertain what criteria faculty employ when marking student writing. It asked faculty to indicate the importance of certain key features in the writing of university students. These key features were: Content, Argument, Style, Organisation, Communicative Ability, Vocabulary, Use of Literature and Punctuation. Faculty were requested to rank the importance of aspects of each of the nine key features. The second survey asked faculty to asse
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Hadia, Gharnasa M. "An analysis of english academic writing in a Libyan university." University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.

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Philosophiae Doctor - PhD<br>This study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers
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Sanson, Elisabetta <1993&gt. "The Use of Writing Strategies of University Students in Italy." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16737.

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The current dissertation presents the results of an investigation into the use of language writing strategies in a sample of subjects studying various foreign languages in different universities in Italy. The research investigated three categories of writing strategies used by the respondents (metacognitive, affective and social), with the aim to discover which categories are the most frequently adopted and to investigate the students’ perceptions of their usefulness. Subjects completed an online questionnaire: an adaptation of Raofi et al’s (2017) scale integrated with additional questions. V
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Obaid, Hala Deeb. "Writing at university and writing in the workplace : can we bridge the gap? : a case study of University of Bahrain graduates joining the business sector." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496258.

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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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Books on the topic "University writing"

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Godfrey, Jeanne. Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9.

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Godfrey, Jeanne. Writing for University. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34621-5.

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1950-, Lea Mary R., ed. Writing at university. 2nd ed. Open University Press, 2003.

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Association, Research and Education, ed. College & university writing. Research & Education Association, 2000.

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Christine, Räisänen, ed. Academic writing: A university writing course. 2nd ed. Studentlitteratur, 1997.

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Björk, Lennart. Academic writing: A university writing course. 2nd ed. Studentlitteratur, 1997.

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Björk, Lennart A. Academic writing: A university writing course. Studentlitteratur, 1996.

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Aull, Laura. First-Year University Writing. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137350466.

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Bjork, Lennart. The writing process: Composition writing for university students. 2nd ed. Chartwell-Bratt, 1992.

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Jones, Carys, Joan Turner, and Brian Street, eds. Students Writing in the University. John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/swll.8.

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Book chapters on the topic "University writing"

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Cottrell, Stella. "Writing for university." In The Study Skills Handbook. Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14985-8_8.

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Bottomley, Jane. "Writing at university." In Academic Writing for International Students of Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003118572-3.

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Tate, Simon, and Peter Hopkins. "Writing Essays." In Studying Geography at University. Routledge, 2020. http://dx.doi.org/10.4324/9781351166768-16.

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Godfrey, Jeanne. "What critical writing is." In Writing for University. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34621-5_5.

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Godfrey, Jeanne. "What critical writing is." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_5.

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Bailey, Stephen. "Writing Basics." In Academic Writing for University Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-2.

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Bailey, Stephen. "Reflective Writing." In Academic Writing for University Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-24.

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Godfrey, Jeanne. "Myth versus fact." In Writing for University. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34621-5_1.

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Godfrey, Jeanne. "Using different referencing techniques." In Writing for University. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34621-5_10.

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Godfrey, Jeanne. "How to avoid accidental plagiarism." In Writing for University. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34621-5_11.

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Conference papers on the topic "University writing"

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Dimakos, Ioannis. "GREEK UNIVERSITY STUDENTS' WRITING SKILLS VIA A KEYBOARD." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1674.

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Hayter, Mark John. "EMPOWERING WRITERS: LEVERAGING DIGITAL SELF-DIRECTED LEARNING TOOLS TO ENHANCE WRITING DEVELOPMENT IN UNIVERSITY WRITING CENTRES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0638.

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Gargallo-Camarillas, Noelia, and Antonio-José Silvestre-López. "STUDENTS’ PERCEPTIONS OF USING CHATGPT FOR WRITING IMPROVEMENT AT UNIVERSITY." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0589.

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Hussien, Abdelaziz, Nagla Ali, and Nabeeh Kasasbeh. "EXPLORING UNIVERSITY STUDENTS’ PERSPECTIVES ON A WRITING STRATEGY GROUNDED IN RESEARCH." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1998.

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Yang, Zhanji, and Xiaohong Li. "Text Complexity of Chinese University Writing Textbooks: Quantitative Analysis Based on Text Features." In 2025 14th International Conference on Educational and Information Technology (ICEIT). IEEE, 2025. https://doi.org/10.1109/iceit64364.2025.10976179.

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Rivero-Pérez, Mª Dolores, Monica Cavia-Saiz, Gisela Gerardi, Miriam Ortega-Heras, Inmaculada Gómez, and Pilar Muñiz. "CHATGPT FOR SCIENTIFIC REPORT DEVELOPMENT IN UNIVERSITY STUDIES: AN EXPLORATION OF AI-ASSISTED ACADEMIC WRITING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1204.

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Sedova, Natalia, and Maria Zhukova. "TEACHING WRITING SKILLS AT UNIVERSITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0746.

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Hudiyono, Yusak, and Ahmad Ridhani. "Analysis of University Students' Argumentation Writing." In 2017 International Conference on Education and Technology (2017 ICEduTech). Atlantis Press, 2018. http://dx.doi.org/10.2991/icedutech-17.2018.28.

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Aunurrahman, Aunurrahman, Fuad Abdul Hamied, and Emi Emilia. "Modeling Academic Writing for University Students." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.1.

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Inoue, Minako. "Paragraph Writing Instruction for University Students." In The Asian Conference on Education 2021. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2186-5892.2022.38.

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Reports on the topic "University writing"

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2022.

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Zhao, Anita, Philippa Ward, and Ruffin Relja. Response to HM Treasury’s Consultation on BNPL Draft Legislation. Swansea University, 2025. https://doi.org/10.23889/sureport.69808.

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We are writing in response to HM Treasury’s consultation on the Draft Legislation "Regulation of Buy-Now, Pay-Later", published on 17 October 2024. As leading UK researchers specializing in BNPL at Swansea University and the University of Gloucestershire, we bring extensive expertise in consumer behaviour and financial decision-making. While we are not legal experts, our role as marketing researchers enables us to provide valuable insights into the broader implications of the proposed regulatory changes for both consumers and markets. We welcome the government’s commitment to establishing a fr
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Krastel, Sebastian. Geophysical Student Field Trip Baltic Sea, Cruise No. AL600, 20.08.2023 – 27.08.2023, Kiel (Germany) – Kiel (Germany), GÜ Uni Kiel. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2023. http://dx.doi.org/10.3289/cr_al600.

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ALKOR cruise AL600 served as a marine geophysical field course for ‘Physics of the Earth System’ bachelor students at Kiel University. Beside taking an active role in planning and realization of the individual geophysical measurements, the students also performed some first processing and interpretation of the obtained data. This work had to be documented in form of a scientific presentation as well as writing of the respective chapter in this cruise report. For the following chapters, we (Sebastian Krastel, Jens Schneider von Deimling) decided to only slightly modify the text and figures prov
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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th
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Lavadenz, Magaly, Elvira G. Armas, and Linda R. G. Kaminski. Brief Insights, March 2025: Expanding Educational Opportunity: Highlights from a Multilingual/English Learner-Focused Research, Practice, Policy Partnership. Center for Equity for English Learners, 2025. https://doi.org/10.15365/ceel.policy.17.

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The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Camino Nuevo Charter Academy (CNCA) in a Research, Practice, Policy Partnership to investigate problems of practice and enhance literacy leaders’ focus on supporting classroom teachers to meet the needs of multilingual/English learners (ML/EL). The research question for this study focused on literacy leaders’ perceptions about how the revised Planning-Observation-Debrief (POD) cycle tools support teachers’ focus on scaffolding ML/ELs’ access to reading and writing complex text. Emerging findings
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Azar, Matthew, Sabrina Camarda, Larissa Duggan, et al. Victorian Ghosts, 1852-1907. Edited by Matthew Dunleavy. York University, 2021. http://dx.doi.org/10.25071/10315/41231.

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The following collection of Victorian Ghost Stories was collated and annotated by scholars at York University enrolled in the fourth-year Victorian Ghosts course offered through the department of English during Fall 2020. Starting with Elizabeth Gaskell’s “The Old Nurse’s Story” (1852)—a staple of many Victorian Ghost Story Anthologies—and ending with Ambrose Bierce’s “The Moonlit Road” (1907), this collection includes twenty-one ghost stories spanning six decades. As our classes were moved online for the 2020-21 academic year, this Scalar project functioned as a collaborative space with each
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Lamarque, Hugh, and Hannah Brown. Key Considerations: Cross-Border Dynamics Between Uganda and Kenya in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/sshap.2022.043.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Kenya in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Kenya; Rwanda; Tanzania, and South Sudan. The outbreak began in Mubende District, Uganda on 19 September 2022, approximately 340km from the Kenyan border. At the time of writing (December 2022), the outbreak had spread to eight Ugandan districts, including two in the Kampala metropolitan area. Kampala is
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Moro, Leben, and Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/sshap.2022.045.

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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The o
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Lamarque, Hugh. Key Considerations: Cross-Border Dynamics between Uganda and Rwanda in the Context of the Outbreak of Ebola, 2022. SSHAP, 2022. http://dx.doi.org/10.19088/sshap.2022.044.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Rwanda in the context of the 2022 outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya; and South Sudan. The outbreak began in Mubende, Uganda on 19 September 2022, approximately 300 kilometres from the Uganda-Rwanda border. At the time of writing (November 2022) it has spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala i
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Lees, Shelley, and Mark Marchant. Key Considerations: Cross-Border Dynamics Between Uganda and Tanzania in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/sshap.2022.046.

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This brief summarises key considerations concerning cross-border dynamics between Tanzania and Uganda in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya and South Sudan. The current outbreak is of the Sudan strain of Ebola (SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The current outbreak bega
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