Relevant bibliographies by topics / Writing university

Contents

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

Academic literature on the topic 'Writing university'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Writing university"

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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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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 (i.e., stance, referential, and text organizer). The results show some noticeable differences among these sets of writing. The Korean student writers heavily relied on verb phrase-based expressions (e.g., are a lot of) in their writing whereas the American students preferred noun phrases. Functionally, the Korean writers underused referential function expressions (e.g., the idea of the) compared to their counterparts. In addition, the prospective Korean university students’ writing was found to represent the widest range of multiword expressions whereas the American students’ argumentative course papers exhibited the smallest range. The findings suggest that prospective Korean university students’ writing tends to use more features of verbal conversation while American university students’ writing exhibits features of structured argumentative writing. The implications for teaching writing and limitations of the study are discussed.
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Son, Hye-suk. "“Culture critique writing”: teaching method studies in university writing." Journal of Language & Literature 65 (March 31, 2016): 215. http://dx.doi.org/10.15565/jll.2016.3.65.215.

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Rash, Felicity. "Thinking-Writing-Learning: Learning through Writing in the University." International Journal of Learning: Annual Review 11, no. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v11/45604.

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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 social workers. It also examines current approaches to teaching writing in the University, with the aim of identifying the writing needs of social work students and exploring how these can be effectively addressed.
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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 adequately prepared for the writing demands required at university”. Pecorari (as cited in Phakiti & Li, 2011) found that Asian ESL students had problems in academic writing; “the students begin their aca-demic writing from ‘copying’ which implies a lack of training in academic writing and arouses accusations of plagiarism in their writing” (p.232). Being an English-medium public university in Malaysia, MARA University of Technology (UiTM) poses challenges to both its students and instructors, as a good command of English is essential. In its attempt to equip its undergraduate students with language skills, UiTM has introduced credit-bearing English courses. This paper presents the findings from a research project to identify the academic writing needs of first-year Diploma in Public Administration students in UiTM Sabah. A total of 110 Diploma in Public Administration students and six instructors responded to the questionnaires. The research examined the students’ and instructors’ perceptions of the importance of academic writing skills the students need in order to complete their undergraduate programmes, assessment of the students’ academic writing skills, and the difficulty of academic writing skills. The findings indicated that there was consistency of response between the students and instructors. The follow-up interviews and focus groups with instructors and students confirmed this. The findings from the needs analysis are then used as the basis for developing academic writing materials to complement the existing English courses in UiTM.
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PIRŠL, DANICA, TEA PIRŠL, and DALIBOR KESIĆ. "WRITING SKILLS AT UNIVERSITY LEVEL." Sportlogia 7, no. 1 (2011): 69–72. http://dx.doi.org/10.5550/sgia.110701.en.069p.

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Grundy, Dominick. "Writing, counseling, and the university." Arts in Psychotherapy 16, no. 3 (1989): 193–200. http://dx.doi.org/10.1016/0197-4556(89)90022-1.

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Dissertations / Theses on the topic "Writing university"

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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 hassles for participants with disabilities who engaged in expressive writing compared to a control condition in which participants wrote about non-emotional topics. Emotional competencies and coping were also explored as possible proximal outcomes, while distress at baseline and social support were explored as possible moderators of expressive writing outcomes. Fifty seven students, 51% male and mostly European-American (83.6%), from a large, public university and a local community college both in the Southeastern United States, wrote for 15 minutes on three consecutive days on their own personal computers, with assessment at pre-test, post-test and 30-day follow-up. Expressive writing did not significantly decrease stress or daily hassles, nor did treatment condition differ from the control condition on any of the factors examined. Discussion of participant factors explored possible ceiling effects due to low baseline distress scores and possible limitations related to employing a sample of students with disabilities who are currently receiving college-level support services. Other methodological and procedural issues were also discussed as they relate to best expressive writing practices as well as meeting the needs of students with disabilities. For example, although use of the computer for writing was deemed important for this group of participants, longer writing sessions that may be necessary to impact psychological outcomes could be difficult for students with disabilities. Future directions include qualitative analysis of writing samples in order to develop areas of concern for this population, beginning and ending expressive writing to align with the college academic calendar, as well as use of a control group without disabilities in order to control for baseline levels of distress. This document was created in Microsoft Word 2003.
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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 retórica) influenciando na compreensão e produção de textos.
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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, however, wrote their dissertations in English. Data were derived from questionnaires, semi-structured interviews, collaborative conversations, writing samples, and documents produced by the university. The findings revealed that the students’ preference for writing their dissertations in English encompassed their negotiation and shaping of their social identities and investment in their communities of practice. The students reported that they put a great deal of effort into preparing themselves to cope with the perceived linguistic demands of dissertation writing. However, they perceived that their preparation, to a certain extent, was unsuccessful, attributing this to the university’s lack of appropriate language support and their unfamiliarity with autonomous language learning. The students’ negotiation with the demands of writing their dissertations during the writing-up stage reflected their multidimensional engagement in different literate activities of their communities of practice. This included making use of authoritative written artefacts, accommodating their supervisors’ expectations, and developing a linguistic repertoire through interacting with other members of their communities, particularly those from their local, immediate, interactive communities of practice. This study articulates the various needs in understanding dissertation writing practices and other interconnected academic literacy practices as socially and ideologically constructed in a local, immediate milieu. The study also provides EAP practitioners with pedagogical implications for planning, preparing and delivering dissertation writing support for science postgraduate students. It also suggests that dissertation supervisors should initiate an open dialogue with their students during the supervision process and engage in collegial discussions with their colleagues in order to co-construct effective supervision practices.
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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 assess an actual assignment written by an overseas student, using the structure of the nine key features of writing as above. Faculty were invited to indicate the strengths and weaknesses of the assignment which they were assessing. The aim of the surveys was to better inform teachers of English for Academic Purposes (EAP) classes, who prepare overseas students for study at university. EAP teachers need to know the expectations of faculty, in order to give overseas students a realistic view of what faculty expect from their assignments and the kinds of. weaknesses which faculty find in overseas students' writing. The survey found that content-related features such as Content, Argument, Organisation and Communicative Ability were considered more important than form features such as Punctuation, Grammar, Style and Vocabulary. Use of Literature was found to be a very important feature in some faculties but not in all. Surprisingly, Style was the feature which evoked the greatest variety of responses from faculty; however, in general faculty agreed that Style had to be appropriate to the topic or task, rather than there being a set format for academic writing. From a factor analysis of data, four underlying principles for academic writing were derived. These principles were: relevance, appropriacy, accuracy and clarity. Thus, academic writing, according to the faculty surveyed, should be: 1) relevant to the topic and to the internal argument of the assigment; 2) appropriate in the style, tone and use of literature; 3) accurate in its vocabulary, grammar and referencing system. 4) clear in its argument and organisation of ideas. For the most part, faculty responded favourably to the overseas student assignments, which were assessed in the second questionnaire. Faculty indicated that the main weakness in overseas student writing was in their argument. The surveys also found differences between different Faculties in the importance they place on these key features. It was postulated that the Science Faculties (Applied Science, Environmental Design and Information Science and Engineering) would be fairly similar in their views on writing, as would the Humanities Faculties (Communication, Education and Management). This was found to be only partly true. The views of Information Science and Engineering faculty were found to be more similar in many of their attitudes to the views of the Humanities faculty. However, in some ways, their views were unique and unlike any other Faculty. In particular. Information Science and Engineering faculty place little emphasis on writing as a method of assessment and, perhaps as a consequence, even less on the use of literature in writing From the survey, it also appeared that, in general, faculty make some allowances for the fact that overseas students are L2 speakers. They tend to overlook mechanical errors so long as the content is acceptable.
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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. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
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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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Chon, Yuah Vicky. "Vocabulary problems and communication strategies in writing of EFL Korean university students : two audiences and two writing topics." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437671.

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Books on the topic "Writing university"

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Writing for university. Palgrave Macmillan, 2011.

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

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

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

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Christine, Räisänen, ed. 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 "Writing university"

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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, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_5.

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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. "Myths and facts about academic writing." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_1.

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Godfrey, Jeanne. "Using verbs to show that you understand your sources." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_10.

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Godfrey, Jeanne. "Referencing styles and techniques." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_11.

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Godfrey, Jeanne. "How to avoid accidental plagiarism." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_12.

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Godfrey, Jeanne. "Making your own voice clear." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_13.

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Conference papers on the topic "Writing university"

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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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Sadiku, Alisa, and Ardian Krasniqi. "Computers’ impact on students’ writing skills." In University for Business and Technology International Conference. University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.121.

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Novia, Fitri, and Eva Saptarina. "Process Writing Approach (PWA)." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.127.

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Zashikhina, Inga. "Academic Writing In The Modern University Curriculum." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.116.

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Astanina, Anna, and Natalia Verbitskaia. "WRITING AT A RUSSIAN UNIVERSITY: STUDENTS’ PERSPECTIVE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1688.

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Li, Wei-Yan. "Pedagogic Exploration in Adapting Automatic Writing Evaluation Software into University Writing Classes." In 3rd International Conference on Advanced Research in Teaching and Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/3rd.icate.2020.11.129.

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Yadi, Liu. "Can IELTS writing meet the needs of university academic writing? A qualitative study." In 2020 International Conference on Modern Education and Information Management (ICMEIM). IEEE, 2020. http://dx.doi.org/10.1109/icmeim51375.2020.00177.

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Ivanova, Galina. "The Formation Of Students’ Writing Culture At University." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.39.

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Reports on the topic "Writing university"

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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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