Academic literature on the topic 'Written academic text'
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Journal articles on the topic "Written academic text"
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McKenny, John, and Karen Bennett. "Critical and corpus approaches to English academic text revision." English Text Construction 2, no. 2 (October 27, 2009): 228–45. http://dx.doi.org/10.1075/etc.2.2.06mck.
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Portuguese academic discourse of the humanities is notoriously difficult to render into English, given the prevalence of rhetorical and discourse features that are largely alien to English academic style. The aim of this study was to test the hypothesis that some of those features might find their way into the English texts produced by Portuguese scholars through a process of pragmalinguistic and sociopragmatic transfer. If so, this would have important practical and ideological implications, not only for the academics concerned, but also for editors, revisers, teachers of EAP, translators, writers of academic style manuals and all the other gatekeepers of the globalized culture. The study involved a corpus of some 113,000 running words of English academic prose written by established Portuguese academics in the Humanities, which had been presented to a native speaker of English (professional translator and specialist in academic discourse) for revision prior to submission for publication. After correction of superficial grammatical and spelling errors, the texts were made into a corpus, which was tagged for Part of Speech (CLAWS7) and discourse markers (USAS) using WMatrix2 (Rayson 2003). The annotated corpus was then interrogated for the presence of certain discourse features using Wmatrix2 and Wordsmith 5 (Scott 1999), and the findings compared with those of a control corpus, Controlit, of published articles written by L1 academics in the same or comparable journals. The results reveal significant overuse of certain features by Portuguese academics, and a corresponding underuse of others, suggesting marked differences in the value attributed to those features by the two cultures.
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Smolka, Vladislav. "From written to spoken – and in between." Discourse and Interaction 4, no. 2 (June 1, 2011): 49. http://dx.doi.org/10.5817/di2011-2-49.
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The paper looks at the differences in syntactic and information structure in four types of discourse produced by a single author, the British cosmologist and astrophysicist Sir Martin Rees: a written academic text, a text from a book of popular science, unprepared spoken discourse, and an academic lecture, i.e. a text written to be presented orally. The analysis of the variation in one speaker/writer is expected to highlight systematic differences between the separate types of discourses and to eliminate possible variation across different authors. The paper aims to show how, perhaps even subconsciously, competent language users modify the structure of discourse to fulfi l their communicative goals in different types of communication.
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Velikaya, Elena. "Textual and Prosodic Features of an Oral Academic Text." Journal of Language and Education 3, no. 1 (March 1, 2017): 67–74. http://dx.doi.org/10.17323/2411-7390-2017-3-1-67-74.
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‘Discourse is the way that language – either spoken or written – is used for communicative effect in a real-world situation (Thornbury, 2005, p. 7). Thornbury considers the text as the product and the discourse – as a communicative process that involves ‘language and the record of the language that is used in this discourse, which is ‘text’ (ibid). Although presentations are generally categorized as spoken text types, an academic presentation is a compromise between spoken and written text types: on the one hand, it is given in a classroom as an oral text; on the other hand, it is thoroughly prepared as a home assignment in the form of a written text. This article focuses on the analysis of such linguistic features of students’ presentations as cohesion, coherence, and prosody. For this analysis, data were collected from 60 2nd year students of the International College of Economics and Finance (ICEF) presentations on various economic topics which were recorded and examined (the time limit for each of the presentations was 10 minutes); out of 60, 10 presentation texts were selected for auditory analysis, and thematic centers (TCs) were examined using acoustic analysis. Measurements of prosodic parameters such as pitch, intensity, and duration (rate of utterance) were obtained using the computer programs Speech Analyzer 3.0.1 and Pratt (v.4.0.53). The results of these analyses show that students’ presentations are cohesive, coherent and contain TCs, which are characterized by specific prosodic parameters that have a certain effect on the comprehension of these texts, their expressiveness and pragmatic value.
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Crawford Camiciottoli, Belinda. "Interaction in academic lectures vs. written text materials: The case of questions." Journal of Pragmatics 40, no. 7 (July 2008): 1216–31. http://dx.doi.org/10.1016/j.pragma.2007.08.007.
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Povolná, Renata. "A cross cultural analysis of conjuncts as indicators of the interaction and negotiation of meaning in research articles." Topics in Linguistics 17, no. 1 (June 1, 2016): 45–63. http://dx.doi.org/10.1515/topling-2016-0004.
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Abstract The role of English as a global lingua franca of academia has become indisputable in the on-going process of internationalization of all scholarship, even though the majority of writers and readers of academic texts are non-native speakers of English. Thus it is questionable whether there is any justification for imposing on international academic communication written in English the style conventions typical of the dominant Anglophone discourse community. Recommendations usually comprise qualities such as clarity, economy, linearity and precision in communication (cf. Bennett, 2015), which can be achieved, among other means, by certain overt guiding signals including conjuncts (Quirk et al., 1985). Accordingly, the aim of this paper is to reveal cross-cultural variation in the use of these important text-organizing means as it is believed that conjuncts can enhance the interaction and negotiation of meaning between the author and prospective readers of academic texts. The paper explores which semantic relations holding between parts of a text tend to be expressed overtly by conjuncts and which semantic classes, such as appositive, contrastive/concessive, listing and resultive conjuncts, contribute most to the interactive and dialogic nature of written academic discourse. The data are taken from research articles (RAs) selected from two journals, one representing academic discourse written by native speakers of English (Applied Linguistics) and the other representing academic texts written in English by Czech and Slovak scholars (Discourse and Interaction).
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Kitajima, Ryu. "Does the Advanced Proficiency Evaluated in Oral-Like Written Text Support Syntactic Parsing in a Written Academic Text Among L2 Japanese Learners?" Foreign Language Annals 49, no. 3 (August 22, 2016): 573–95. http://dx.doi.org/10.1111/flan.12212.
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Warchał, Krystyna. "Humour in Professional Academic Writing." Theory and Practice of Second Language Acquisition 5, no. 1 (June 30, 2019): 43–54. http://dx.doi.org/10.31261/tapsla.2019.05.03.
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Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL students aware of the fact that “serious” writing tasks do offer some room for humour may draw their attention to the human face of academic writing, that is to the interactive, dialogic, and personal aspects of written academic communication.
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Greenbaum, Sidney, and Gerald Nelson. "Clause relationships in spoken and written English." Functions of Language 2, no. 1 (January 1, 1995): 1–21. http://dx.doi.org/10.1075/fol.2.1.02gre.
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There are opposing views on whether speech or writing is more complex syntactically. We investigated the complexity of clause relationships in a range of spoken and written text categories: spontaneous conversations, broadcast discussions, unscripted monologues, personal handwritten letters, academic writing, and non-academic writing. Conversations proved to be the most distinctive category. It had the highest percentage of simple clauses and the lowest percentage of both subordination and coordination. For all the other categories there is not a sharp distinction between speech and writing in any of the measures that were applied.
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Abegglen, Sandra, Tom Burns, David Middlebrook, and Sandra Sinfield. "Outsiders looking in? Challenging reading through creative practice." Journal of University Teaching and Learning Practice 17, no. 2 (April 1, 2020): 86–104. http://dx.doi.org/10.53761/1.17.2.7.
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Becoming well read, especially in academia, is key to being part of the university - and of society. Academic reading is ‘tricky business’ especially for those widening participation students not necessarily familiar with the forms and processes of Higher Education. To foster these students’ academic literacies and practice, rather than the decontextualised teaching of ‘skills’, we create empowering social spaces for authentic collaborative reading. To facilitate this, we present text ‘differently’: text as scroll. A textscroll can be made by taping article or chapter pages together, side-by-side. Textscrolls open up the contested bookspace and make the written word accessible. They foster dialogic and multimodal interaction with texts and, if woven into a developmental embodied sequence of learning activities, help develop an understanding of academic reading as a wider social practice. Student and staff feedback show that scrolls are liberating. Scrolls, in embodied ways, make university reading meaningful and can authentically scaffold entry into epistemic communities. Scrolls help learners access the written word - and enjoy reading.
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Park, Kwanghyun, and Xiaofei Lu. "Automatic analysis of thematic structure in written English." International Journal of Corpus Linguistics 20, no. 1 (March 30, 2015): 81–101. http://dx.doi.org/10.1075/ijcl.20.1.04par.
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This paper proposes and describes a computational system for the automatic analysis of thematic structure, as defined in Systemic Functional Linguistics, in written English. The system takes an English text as input and produces as output an analysis of the thematic structure of each sentence in the text. The system is evaluated using data from The Wall Street Journal section of the Penn Treebank (Marcus et al. 1993) and the British Academic Written English corpus (Gardner & Nesi 2013). An experiment using these data shows that the system achieves a high degree of reliability in regard to both identifying theme-rheme boundaries and determining several of the linguistic properties of the identified themes, including syntactic nodes, theme function, markedness, mood types, and theme roles. To illustrate how the system is used, we describe an example application designed to compare collections of novice and expert academic writing in terms of thematic structure.
Dissertations / Theses on the topic "Written academic text"
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El-Sakran, Tharwat Mohamed El-Sayed. "Footnotes in academic written discourse : a formal and functional analysis." Thesis, Bangor University, 1990. https://research.bangor.ac.uk/portal/en/theses/footnotes-in-academic-written-discourse--a-formal-and-functional-analysis(bddc8861-02d1-4092-84e2-c2409877c4e4).html.
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This thesis presents a formal and functional analysis of footnotes In academic journal articles. In Chapter One a brief account of the recent history of Genre Analysis Studies leading to a definition of footnotes Is given. Also given is an account of the differences and similarities between footnotes and some other germane conventional structures (viz, parentheticals and asides) that may carry out similar functions to those that footnotes realize. Reasons why writers use footnotes are suggested and discussed. The work Is based on a corpus of 10 linguistics journal articles comprising 113 footnotes. In the search for a framework in Chapter Two, the relevant literature on text and discourse analysis studies is carefully examined and applied to a sample of the data used for the present work. A classification of the functions to which the article writers have put their footnotes Is offered In Chapter Three. The Chapter ends with a discussio. of the. cxttexta wttte.cs lzase. their footnoting decisions on. The cohesion and coherence relations between footnotes, the 'matrix text exit sentence' (i.e. the sentence tagged by the footnote) and the 'matrix text re-entry sentence' (i.e. the sentence following the one tagged by the footnote) had been Investigated In the context of cohesion and coherence theories and Winter's "Clause Relations". An experiment was conducted to test the coherence and cohesion relations between 'matrix text exit sentences' and footnotes. The issue of whether footnotes present new or old information Is then taken up and the literature on the THENE-RHEME dichotomy is reviewed with a view to shedding further light on footnotes. Chapter Five Is concerned with the question of whether footnotes help or hinder the reader and the reading process and the results are statistically analyzed. Readers' attitudes towards footnotes are surveyed through the use of a questionnaire. Also addressed are the Issues of: the utility of footnotes to readers and the purposes for which readers consult footnotes. In Chapter Six some linguistic features recurring In footnotes (e.g. formulaic expressions, the frequent use of proper names, hedges, etc.) are studied. The results of the study suggest that the employment of footnotes Is a compensatory strategy on the part of writers to overcome the problem of being over/under informative especially when an article is targeted at a multiple audience. This thesis, In addition to the fact that It provides a coverage of a neglected but intrinsically InterestIng and important genre (FOOTNOTES), makes certain theoretical and pedagogical suggestions and identifies further issues for future research which are presented on in Chapter Seven.
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Stange, Kari. "Electronic journals in Swedish academic institutions : a usage study of Project MUSE and IDEAL full-text databases. WRITTEN IN ENGLISH." Thesis, Uppsala University, Department of ALM, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101502.
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Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.
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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse.
This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA.
Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students’ general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.
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Ghabanchi, Zargham. "Aspects of academic writing : a comparative analysis of English texts written by native speakers of English (L1E), Persian texts written by native speakers of Persian (L1P) and English texts written by native speakers of Persian (L2E)." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266053.
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Pienaar, Mari-Leigh. "Die leesbaarheid van akademiese tekste : 'n tekslinguistiese ondersoek / M. Pienaar." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3108.
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Research conducted in the readability of texts shows that there is an extensive problem with learners' of all
phases academic skills in terms of reading comprehension and insight into writing texts in accordance with generally accepted academic standards. It is important that sufficient attention and research are devoted to possible solutions to this problem, since various theorists have found that effective reading and writing skills
are of great importance for learners' academic progress and achievement. A reason for this is that most academic material that is made available to learners appear in written format, and that learners have to
report on their knowledge in the same format. Although educational institutions formulate academic texts (of which study guides form part) with a high readability level, the current study investigates some problems and shortcomings that appear in study guides. If the readability of the mentioned study material is increased
in light of text linguistic insights, learners should have greater accessibility to the textual content, which could impact positively on academic achievement. With the above mentioned in mind, this study focuses on a text linguistic approach to investigating the readability of study guides which are written for first-year learners at a tertiary institution. The main problem addresses how lexical cohesive devices and conjunction markers can be included as part of a text linguistic
approach to writing study guides, and how this can be used by authors of study guides in practice as a tool to increase the efficiency of the writing process. The research is conducted on the basis of various theories, which include Systemic Functional Linguistics, Halliday and Hasan's Cohesion theory and Stotsky's
adaptation thereof for written academic texts, as well as Hyland's theory about academic metadiscourse. Applicable insights regarding text linguistic criteria for writing academic texts, which are identified through this literature study, are converted into a framework for text analysis and then implemented to investigate
the effective use of specific textual markers in the obtained study guides. This will be done in a descriptive and primarily qualitative manner. Ten Afrikaans study guides, pertaining to diverse subject groups, and which were recently used at a tertiary institution as introductory study guides for first-year learners, form the
data of this study. In order to conduct a reliable investigation, the data is analised procedurally (with reference to the mentioned text analytical model) by hand and also using WordSmith Tools. Based on both the literature study and the text analysis, guidelines that can be used when writing Afrikaans study guides are formulated from a text linguistic point of view. These guidelines may be used to
supplement the existing guide used by writers of study guides at the particular institution. The possibility also exists that these guidelines can be used to improve and standardise the quality and readability of the mentioned learning material.Thesis (M.A. (Afrikaans and Dutch))--North-West University, Vaal Triangle Campus, 2009.
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Jordaan, Adéle. "Die gebruik van metadiskoers in Afrikaans T1-skryfwerk van eerstejaar-universiteitstudente / A. Jordaan." Thesis, North-West University, 2014. http://hdl.handle.net/10394/10626.
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Students’ argumentative writing is substandard in the sense that the necessary relations, amongst other things, are not indicated in their texts. These texts also often lack an author’s voice. In a module such as academic literacy, it is important to pay attention to the means in which these particular problems can be solved. Part of the aims of a course in academic literacy is to equip students with the necessary academic literacy abilities (which include reading and writing ability) and in doing so, teach them to function properly in a tertiary discourse community. In this study, only the written component of academic literacy will be considered. Following the above mentioned problems, the focus will be specifically on items of metadiscourse, which may form part of a possible solution to improve students’ writing. Hyland (2004) distinguishes between two main categories of metadiscourse, namely the interactive and the interactional categories (which each consists of five subcategories). The aim of these categories is to guide the reader through the text in a specific way, and also to actively involve the reader with the textual content and the reading process. If these aspects of metadiscourse are applied effectively, the text may be more cohesive and coherent and a stronger reader-writer-relationship may be established. A corpus-linguistic approach has been followed in the investigation of the frequency of the occurrence of the subcategories of metadiscourse, as well as the functional suitability thereof. The data analysis is based on Hyland’s (2004) analytical framework of metadiscourse categories, which has been adapted according to the data that has been processed with WordSmith Tools (version 6.0). In this study, the focus group is Afrikaans L1 first-year students at the North-West University’s Vaal Triangle Campus in the year 2010. All 109 participants in the study were registered for AGLA111 (Introduction to Academic Literacy) and AGLA121 (Academic Literacy). The texts that were gathered from AGLA111 are represented in corpus 1 whereas the texts gathered from AGLA121 are represented in corpus 2. The data that was provided by these two corpora was measured against an honours corpus (consisting of 39 texts), which served as the norm for this study. The data interpretation can be divided into four categories, namely phenomena that show a statistically significant change in the correct direction, phenomena that were correct from the start and did not show any change between corpus 1 and corpus 2, phenomena that did not show any change between corpus 1 and corpus 2 but that differed from the honours corpus, as well as phenomena that show incorrect development. Recommendations, which have been based on the literature review and text analysis, are made with regard to specific aspects relating to metadiscourse and the teaching of academic literacy modules (on which this study is founded). These recommendations primarily focus on how students’ attention can be focused on the requirements proposed for writing an argumentative text.MA (Afrikaans en Nederlands), North-West University, Vaal Triangle Campus, 2014
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Sládečka, Dušan. "Substantivní fráze v psaném a mluveném akademickém diskurzu." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-352590.
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The diploma thesis is concerned with exploring the differences between the noun phrases in written and spoken academic monologue, focussing on the length of the phrase, its internal complexity and syntactic functions. In the theoretical part of the study, the noun phrase, its constituents, structure and usage are introduced. The noun phrase is introduced as one of the means of complex condensation. The basic characteristics of written and spoken academic language are introduced as well. The practical part of the study is a detailed analysis of 210 noun phrases. The written sample is collected from selected academic articles, whereas the sample of spoken lecture is collected from the lecture database of the BASE corpus. Since the study focuses on two different forms of language, the material is analysed for each of them separately and the results are subsequently compared in the final part of each subsection. The hypothesis of the thesis is that the written sample contains noun phrases with more complex modification, whereas the spoken sample contains more simple noun phrases and more clausal modification. The hypothesis was, for the most part, confirmed.
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Watanabe, Yuichi. "Read-to-write tasks for the assessment of second language academic writing skills investigating text features and rater reactions /." 2001. http://wwwlib.umi.com/dissertations/fullcit/3017414.
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Scheepers, Ruth Angela. "Lexical levels and formulaic language : an exploration of undergraduate students' vocabulary and written production of delexical multiword units." Thesis, 2014. http://hdl.handle.net/10500/18245.
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This study investigates undergraduate students’ vocabulary size, and their use of formulaic language. Using the Vocabulary Levels Test (Laufer and Nation 1995), it measures the vocabulary size of native and non-native speakers of English and explores relationships between this and course of study, gender, age and home language, and their academic performance. A corpus linguistic approach is then applied to compare student writers’ uses of three high-frequency verbs (have, make and take) relative to expert writers. Multiword units (MWUs) featuring these verbs are identified and analysed, focusing on delexical MWUs as one very specific aspect of depth of vocabulary knowledge. Student and expert use of these MWUs is compared. Grammatically and semantically deviant MWUs are also analysed. Finally, relationships between the size and depth of students’ vocabulary knowledge, and between the latter and academic performance, are explored.
Findings reveal that Literature students had larger vocabularies than Law students, females knew more words than males, and older students knew more than younger ones. Importantly, results indicated a relationship between vocabulary size and academic performance. Literature students produced more correct MWUs and fewer errors than Law students. Correlations suggest that the smaller students’ vocabulary, the poorer the depth of their vocabulary is likely to be. Although no robust relationship between vocabulary depth and academic performance emerged, there was evidence of an indirect link between academic performance and correct use of MWUs.
In bringing together traditional methods of measuring vocabulary size with an investigation of depth of vocabulary knowledge using corpus analysis methods, this study provides further evidence of the importance of vocabulary knowledge to academic performance. It contributes to debates on the value of a sound knowledge of high-frequency vocabulary and a developing knowledge of at least 5000 words to academic performance, and the analysis and quantification of errors in MWUs adds to our understanding of novice writers’ difficulties with these combinations. The study also explores new ways of investigating relationships between size and depth of vocabulary knowledge, and between depth of vocabulary knowledge and academic performance.Linguistics and Modern Languages
D. Litt. et Phil. (Linguistics)
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Bittencourt, Maria Fernanda de Faria von Sydow. "Acadêmico de validação de conhecimento no ensino superior brasileiro: a construção dos atos diretivos." Master's thesis, 2019. http://hdl.handle.net/1822/61742.
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Dissertação de mestrado em Ciências da LinguagemEste trabalho aborda a importância do discurso acadêmico e do seu ensino sistematizado para a efetiva comunicação no âmbito universitário. Para isso, tomamos como objeto central de estudo os atos discursivos realizados nos enunciados do par ‘pergunta-resposta (P-R)’ como par adjacente, produzidos pelo professor e pelo aluno, respectivamente, nos papéis de participantes na interação comunicativa avaliativa da Prova escrita de validação do conhecimento (PEVC). O objetivo principal é descrever os itens avaliativos da PEVC como intercâmbios das interações de um subgênero discursivo institucionalizado e, portanto, estruturalmente menos flexível quanto à sequenciação dos atos discursivos de cada intervenção interacional. O corpus estudado consiste de itens de avaliação autênticos, selecionados de PEVCs de disciplinas do primeiro ano de dois cursos de uma faculdade localizada na cidade do Rio de Janeiro, Brasil. O principal foco da análise é a organização estrutural dos atos diretivos da intervenção iniciativa (pergunta) para a qual corresponde uma intervenção reativa (resposta). A partir de uma perspectiva pragmática-discursiva, e particularmente da teoria dos atos, desenvolvida por Austin e Searle, investigamos as diversas estratégias de organização discursiva produzidas pelo professor avaliador e pelos alunos avaliados na realização deste gênero acadêmico. Tivemos em conta a sua organização composicional, em termos do plano de texto caracterizado por uma estrutura cumulativa de “pergunta” e “resposta”. Pretendia-se analisar os elementos constitutivos de cada item de avaliação de prova escrita, para apreender as estratégias de organização de cada um destes turnos de interação de modo a completarem-se como um par adjacente ou intercâmbio. Os resultados apontam para uma relativa estabilidade de organização discursiva e textual da PEVC e evidencia a assimetria discursiva e a previsibilidade da estrutura composicional das respectivas intervenções, sequenciadas em atos discursivos estrategicamente organizados para alcançarem os êxitos esperados nas produções enunciativas. O par “pergunta-resposta”, designação vulgar decorrente da categorização dos falantes, é parte da estruturação discursiva, e a unidade básica do plano de texto característico deste género discursivo em análise. O par “P-R” foi reanalisado como par adjacente, de atos ilocutórios, no quadro da teoria acional da linguagem e, de seguida, como intervenção iniciativa e reativa de um intercâmbio, a fim de recolocar a análise e preservar a dimensão sequencial e global da coerência discursiva. As intervenções iniciativas organizam-se tipicamente em atos sequenciados, assertivos e diretivos. Os atos assertivos assumem a função explicativa e enquadradora do contexto situacional em que determinado evento ocorre, constituindo-se como atos subordinados ao ato dominante de valor diretivo. As intervenções reativas são constituídas por sequências de atos predominantemente assertivos de força explicativa ou argumentativa. As sequências analisadas com características discursivas explicativas estão organizadas em função de diferentes estratégias. Especificamente para os atos ilocutórios diretivos, com função de instrução, que incluem o verbo diretivo ‘explique’, alguns funcionamentos linguísticodiscursivos foram observados: as intervenções reativas ora ofereciam definição para termos, situando seus significados em um contexto específico (Ir1.n), ora ‘explicavam’ a partir de que eventos algo resultava, correlacionando-os em ordem cronológica (Ir4.n).
This work addresses the importance of academic discourse and its systematized teaching for effective communication in the university context. For this, we take as the central object of study the discursive acts performed in the statements of the pair 'question-answer (Q-A)' as adjacent pair, produced by the teacher and the student, respectively, in the roles of participants in the communicative interaction of the Written Test of Knowledge Validation (WTKV). The main objective is to describe the evaluative items of the WTKV as interactions interchanges of an institutionalized discursive subgenre and, therefore, structurally less flexible as to the sequencing of the discursive acts of each interaction intervention. The corpus studied consists of authentic evaluation items, selected from the WTKVs of the first year of two courses at a university located in the city of Rio de Janeiro, Brazil. The main focus of the analysis is the structural organization of the directive acts of the initiative intervention (question) to which a reactive intervention (response) corresponds. From a pragmatic-discursive perspective, and particularly from the theory of acts, developed by Austin and Searle, we investigated the different strategies of discursive organization produced by the evaluating teacher and the evaluated students in the accomplishment of this academic genre. We take into account its compositional organization, in terms of the text plan characterized by a cumulative "question" and "response" structure. It was intended to analyse the constituent elements of each written test evaluation item to apprehend the organizing strategies of each of these interaction turns in order to complete each other as an adjacent pair or interchange. The results point to a relative stability of the discursive and textual organization of the WTKV and it shows the discursive asymmetry and the predictability of the compositional structure of the respective interventions, sequenced in discursive acts strategically organized to reach the expected successes in the enunciative productions. The "question-answer" pair, a common term derived from the categorization of speakers, is part of the discursive structure, and the basic unit of the text plan, characteristic of the discursive genre under analysis. The "Q-A" pair was reanalysed as an adjacent pair of illocutionary acts within the framework of the actional language theory and then as initiative and reactive intervention of an interchange, in order to re-analyse and preserve the sequential and global dimension of discursive coherence. The initiatives interventions are typically organized in sequenced, assertive and directive acts. Assertive acts assume the explanatory and framing function of the situational context in which a given event occurs, constituting itself as acts subordinated to the dominant act of directive value. Reactive interventions consist of sequences of predominantly assertive acts of explanatory or argumentative force. The analysed sequences with explanatory discursive characteristics are organized according to different strategies. Specifically for directional illocutionary acts with an instructional function, which include the verb 'explain', some linguistic-discursive functions were observed: the reactive interventions sometimes offered definition for terms, placing their meanings in a specific context (Ir1.n), sometimes 'explained' from which events something resulted, correlating them in chronological order (Ir4n).
Books on the topic "Written academic text"
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Taher, Hafsa Hasan. Cohesion and coherence of the academic texts written by Yemeni learners. Birmingham: University of Birmingham, 1999.
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Academic writing in a foreign language: An extended genre analysis of student texts. Frankfurt am Main: P. Lang, 2007.
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Jonathan, Weyers, ed. How to write essays & assignments. 2nd ed. New York: Pearson Education, 2011.
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Ontario. Education Quality and Accountability Office. Grade 10 test of reading and writing skills: Support materials. Toronto, Ont: Education Quality and Accountability Office, 2000.
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Kellerbauer, Manuel, Marcus Klamert, and Jonathan Tomkin, eds. The EU Treaties and the Charter of Fundamental Rights. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198794561.001.0001.
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This Commentary provides an article-by-article summary of the TEU, the TFEU, and the Charter of Fundamental Rights, offering a quick reference to the provisions of the Treaties and how they are interpreted and applied in practice. Written by a team of contributors drawn from the Legal Service of the European Commission and academia, the Commentary offers expert guidance to practitioners and academics seeking fast access to the Treaties and current practice. The Commentary follows a set structure, offering a short overview of the Article, the Article text itself, a key references list including essential case law and legislation, and a structured commentary on the Article itself. The editors and contributors combine experience in practice with a strong academic background and have published widely on a variety of EU law subjects.
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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.
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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.
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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.
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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.
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Blum, Deborah, Mary Knudson, and Robin Marantz Henig, eds. A Field Guide for Science Writers. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195174991.001.0001.
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This is the official text for the National Association of Science Writers. In the eight years since the publication of the first edition of A Field Guide for Science Writing, much about the world has changed. Some of the leading issues in today's political marketplace - embryonic stem cell research, global warming, health care reform, space exploration, genetic privacy, germ warfare - are informed by scientific ideas. Never has it been more crucial for the lay public to be scientifically literate. That's where science writers come in. And that's why it's time for an update to the Field Guide, already a staple of science writing graduate programs across the country. The academic community has recently recognized how important it is for writers to become more sophisticated, knowledgeable, and skeptical about what they write. More than 50 institutions now offer training in science writing. In addition mid-career fellowships for science writers are growing, giving journalists the chance to return to major universities for specialized training. We applaud these developments, and hope to be part of them with this new edition of the Field Guide. In A Field Guide for Science Writers, 2nd Edition, the editors have assembled contributions from a collections of experienced journalists who are every bit as stellar as the group that contributed to the first edition. In the end, what we have are essays written by the very best in the science writing profession. These wonderful writers have written not only about style, but about content, too. These leaders in the profession describe how they work their way through the information glut to find the gems worth writing about. We also have chapters that provide the tools every good science writer needs: how to use statistics, how to weigh the merits of conflicting studies in scientific literature, how to report about risk. And, ultimately, how to write.
Book chapters on the topic "Written academic text"
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Pu, Shi. "Critical thinking in written texts." In Critical Thinking in Academic Writing, 78–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003189541-6.
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Pace-Sigge, Michael. "LNGs in Spoken Interaction and Written Academic Texts." In Linked Noun Groups, 15–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53986-3_2.
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Lea, Mary R. "6. Academic Literacies and Learning in Higher Education: Constructing knowledge through texts and experience." In Studies in Written Language and Literacy, 103. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/swll.8.11lea.
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Lehman, Iga Maria. "Towards an Integrative Model of Writer Identity Through the Conceptualization of Dialogicality in Academic Text." In Second Language Learning and Teaching, 185–205. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43336-9_11.
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"Research in Academic and ESL Written Discourse and Text." In Second Language Writers' Text, 35–49. Routledge, 2002. http://dx.doi.org/10.4324/9781410602848-9.
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"The Importance of Text in Written Academic Discourse: Ongoing Goals in Teaching ESL Skills." In Teaching Academic ESL Writing, 15–28. Routledge, 2003. http://dx.doi.org/10.4324/9781410609427-6.
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Ben-Avie, Michael, Régine Randall, Diane Weaver Dunne, and Chris Kelly. "Improving Students' Academic Learning by Helping Them Access Text." In Advances in Medical Technologies and Clinical Practice, 217–36. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8395-2.ch010.
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Conventional methods of addressing the needs of students with print disabilities include text-to-speech services. One major drawback of text-to-speech technologies is that computerized speech simply articulates the same words in a text whereas human voice can convey emotions such as excitement, sadness, fear, or joy. Audiobooks have human narration, but are designed for entertainment and not for teaching word identification, fluency, vocabulary, and comprehension to students. This chapter focuses on the 3-year pilot of CRISKids; all CRIS recordings feature human narration. The pilot demonstrated that students who feel competent in their reading and class work tend to be more engaged in classroom routines, spend more time on task and demonstrate greater comprehension of written materials. When more demonstrate these behaviors and skills, teachers are better able to provide meaningful instruction, since less time is spent on issues of classroom management and redirection. Thus, CRISKids impacts not only the students with print disabilities, but all of the students in the classroom.
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Grabowski, Łukasz. "Teksty farmaceutyczne i dyskurs farmaceutyczny: definicje, specyfika i krótki przegląd pola badawczego." In Języki specjalistyczne w komunikacji interkulturowej. Wydawnictwo Uniwersytetu Łódzkiego, 2020. http://dx.doi.org/10.18778/8220-071-3.07.
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This chapter aims to familiarize readers with the specificity of pharmaceutical discourse, including its spoken and written text varieties. I paid particular attention to two issues. Firstly, pharmaceutical discourse and pharmaceutical texts are often classified by researchers into broader category of medical or biomedical discourse. Second, pharmaceutical discourse is not autonomous as it is also permeated with medical, legal, academic and other discourses. Next, pharmaceutical discourse was described in greater detail using descriptive models proposed by Bhatia (2004) and Gunnarson (2009). Finally, a selection of research studies, including linguistic and interdisciplinary ones, conducted on certain pharmaceutical text types and genres, both spoken and written, were presented to provide a more comprehensive overview of the research field.
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Pérez, María del Mar Sánchez, and María Enriqueta Cortés de los Ríos. "A Genre-Register Analysis of a Tourism Brochure Written by Students in an EMI University Context." In Innovative Perspectives on Tourism Discourse, 246–63. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2930-9.ch015.
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Research conducted at university level reveals that students usually have difficulties in performing cognitive and discursive operations involved in the production of academic and specialized texts, which aggravate when these activities are developed in non-native language. The purpose of this chapter is to analyze a tourism brochure written by students in an English-Medium Instruction (EMI) higher education context from a combined genre-register approach. Particularly, it aims to examine the students' main strengths and weaknesses when writing this particular text genre. A compilation of 37 tourism brochures written in English by Spanish university students is analyzed qualitatively according to an analytic rating scale inspired by Friedl and Auer (2007). Results show that students perform better in terms of register, whereas significant deficiencies regarding genre and discourse are found. This reveals that explicit teaching of discourse and genre issues in university classrooms is necessary in order to help students produce higher-quality specialized texts.
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"Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text." In Design Principles for Teaching Effective Writing, 201–31. BRILL, 2017. http://dx.doi.org/10.1163/9789004270480_010.
Full textConference papers on the topic "Written academic text"
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Zhang, Jianbing, Yixin Sun, Shujian Huang, Cam-Tu Nguyen, Xiaoliang Wang, Xinyu Dai, Jiajun Chen, and Yang Yu. "AGRA: An Analysis-Generation-Ranking Framework for Automatic Abbreviation from Paper Titles." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/590.
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People sometimes choose word-like abbreviations to refer to items with a long description. These abbreviations usually come from the descriptive text of the item and are easy to remember and pronounce, while preserving the key idea of the item. Coming up with a nice abbreviation is not an easy job, even for human. Previous assistant naming systems compose names by applying hand-written rules, which may not perform well. In this paper, we propose to view the naming task as an artificial intelligence problem and create a data set in the domain of academic naming. To generate more delicate names, we propose a three-step framework, including description analysis, candidate generation and abbreviation ranking, each of which is parameterized and optimizable. We conduct experiments to compare different settings of our framework with several analysis approaches from different perspectives. Compared to online or baseline systems, our framework could achieve the best results.
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Nirwan. "I Call You through Fire: A Pakkado Love Magic Parallelism." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-3.
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The main concern of this article is to elaborate on the magic of Pa’issangang Baine 'knowledge about women’ within ‘Pakkado’ (people who speak I) in West Sulawesi, Indonesia. More specifically, the article focuses on this spell in individual ritual contexts, not in ordinary activity. The spell is performed by certain actors, and focuses on the characteristics of the utterances. The type of knowledge is categorized as a spell and is practiced by men who want to attract beloved women. Albeit, it also used by women to gain beloved men. The techniques used are recordings and field notes. The utterances are taken from a single informant. The rationale of the research is to give a better understanding of spells within the society who speak I. Nowadays, this spell lives only within the heads of aged populatons. Some people are worried about the death of this magic language, but only some attention has been directed at its preservation. The research also contributes in two ways; practice and academic. Practically, it is one way for revitalizing the magic word into written text; academically, it shows fascinating language use from semantic and pragmatic points of view. The writer applies some linguistic tools to analyze the utterances and the activity of performers in producing words such as in the poetic function of language use (Jakobson 1960), and in the deictic field (Hank, 2005). The features of this spell show the act of using parallelism and sentences repeated many times (Fox, 1988). In addition, it also shows the variety within a deictic system. Mandar is an ethnicity located in West Sulawesi—on the island of Sulawesi.
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Twardzisz, Piotr. "Language and international relations: Linguistic support for other academic disciplines." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-11.
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This article outlines the content of an elective university course designed for domestic and international students, combining language and international relations. The course is intended to make students more sensitive to the linguistic intricacies of a specialist variety of English. The focus is on its written modes, particularly writing and reading academic (professional) texts dealing with complex foreign policy issues. As a result, students are expected to enhance their academic writing skills. The linguistic component of the course is backed up with a review of world affairs. Conversely, the field of international relations theory is enriched by a systematic study of language effects observed in the respective discourse. The interdisciplinarity of this enterprise benefits students with different academic and cultural backgrounds.
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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
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Ho, Jen, Andrew Keenlyside, Jake Sieradzki, Su Hua Sim, and Mark Hughes. "Validating a novel visual field assessment app: A pilot study." In VIRTUAL ACADEMIC SURGERY CONFERENCE 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.04.001.4.
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Introduction The paper Cullen chart has been a validated adjunct to perimeters in detecting scotomas for various neuro-ophthalmological pathologies for decades. It was digitized into a prototype-app to empower future users to conduct remote monitoring of visual fields. This project aimed to refine the apps' usability for future users to self-assess and monitor their visual fields by exploring the difficulties faced using the app, to gather feedback, and subsequently to improve its usability for future iterations to objectively compare iterations using the MAUQ scores. Methods Participants (n = 15; age: 24-58) recruited through convenience sampling underwent mixed (quantitative and qualitative) methods to measure 1. Participants' adherence to the app instruction through observation, 2. objective experiences of using the app through self-reporting using the mHealth App Usability Questionnaire (MAUQ), and 3. Subjective experience of app using through semi-structured interviews. Descriptive analysis was computed for observation and MAUQ data. Thematic analysis was adopted to analyse the semi-structured interview data. Results 1/15 adhered to 3 written instructions and 8/15 participants had awkward hand movements. The MAUQ median score was 123/147, the MAUQ domain mean scores - ease of use and satisfaction, system information arrangement and usefulness were 81.6%(45.7/56), 80.6%(33.9/42) and 80.2%(39.3/49), respectively. Questions 4, 5, 9, 11 and 19 were the 5 lowest-scoring questions. Qualitative data were categorised into instructions, test, and feedback which had codes and subcodes. Conclusion Feedback for improvements were surrounding central fixation, remembering peripheral stimuli, uncover eye when interacting with peripheral stimuli, video examples, an introduction to the app and audio instructions.
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Renu, Rahul Sharan, and Lynn Hanson. "A Rule-Based Decision Support System for Authoring Technical Instructions." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67427.
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The objective of this research is to investigate the viability of a decision support system for technical instruction authors who write instructions in free text. The foundation for the decision support system relies on mapping computational linguistic metrics to guidelines for authoring technical instructions. For example, the guideline Limit each sentence to 25 words or fewer maps to the computational linguistic metrics Word Count. As another example, the guideline Begin each step with a command (an imperative verb) maps to the Location of first imperative verb metric. Testing the decision support system shows its effectiveness and suggests a need to expand the computational rule-base to include even more guidelines. Doing so can further enhance the usability of the decision support system in writing environments. Faculty and students in academia and employees in industry need such a system to improve the quality of written instructions, accelerate revisions, and enhance productivity. In summary, a rule-base for providing feedback to technical authors has been investigated and established. With this rule-base as a foundation, a decision support system has been developed and tested, and the source code has been made publically available.
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Vo, Huu Duc, and Jean-Yves Trépanier. "Undergraduate Project in Compressor Rig Design, Fabrication and Testing for Complete Engineering Training." In ASME Turbo Expo 2015: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/gt2015-43039.
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An ambitious project in propulsion was introduced as part of the final-year integrator project offerings of the mechanical and aerospace engineering programs at École Polytechnique de Montréal in 2011–2012. It has been running successfully for the past three academic years. The project consists in the design, fabrication and placement into service of a functional instrumented multi-stage compressor test rig, including the compressor, for research in compressor aerodynamics. A team of 15–17 senior-year undergraduate engineering students are given set of design and performance specifications and measurement requirements, an electric motor and drive, a data acquisition system and some measurement probes. They must complete the project in two semesters with a budget on the order of Can$15,000. The compressor is made from rapid prototyping to keep production cost and time reasonable. However, its required rotation speed of 7200 rpm stretches the limits of the plastic material and presents the same structural challenges as industrial compressors running at higher speeds. The students are split into sub-teams according to the required disciplines, namely compressor aerodynamics, general aerodynamics, structures, dynamics, mechanical design and integration, instrumentation and project management. For the initial phase, which covers the first two months, the students receive short seminars from experts in academia and industry in each discipline and use the knowledge from fundamental engineering courses to analytically model the different components to come up with a preliminary design. In the second phase, covering months three through six, the students are trained at commercial simulation tools and use them for detailed analysis to refine and finalize the design. In each of the first two phases, the students present their work in design reviews with a jury made up of engineers from industry and supervising professors. During the final phase, the compressor is built and tested with data acquisition and motor control programs written by the students. Finally, the students present their results with comparison of measured performance with numerical and analytical predictions from the first two phases and hand over their compressor rig with design and test reports as well as a user manual and an assembly/maintenance manual. This complete project allows the students to put into practice virtually all the courses of their undergraduate engineering curriculum while giving them an extensive taste of the rich and intellectually challenging environment of gas turbine and turbomachinery engineering.
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O’Dowd, Devin O., and Aaron R. Byerley. "Computational Aid to AEDsys for Designing a Variable-Area Gas Turbine Nozzle." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-77173.
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This paper presents a practical approach to designing a gas turbine nozzle with the help of the Aircraft Engine Design textbook as well as the software program Nozzle, a subprogram within the Aircraft Engine Design System Analysis Software suite AEDsys. The current textbook and software allow for a variable wetted length of the converging and diverging nozzle sections. Critical feedback from industry experts has inspired an attempt to design a nozzle with fixed wetted material lengths. This paper is written to augment classroom treatment, but will also support others who use the Aircraft Engine Design text and software for a preliminary engine design capstone. This approach is further guided by the actual scaling of the Pratt & Whitney F100 variable geometry converging-diverging nozzle, where wetted lengths are fixed. The chief goal is to equip students at the United States Air Force Academy with a refined approach that is more realistic of a manufactured nozzle design, producing a graphical representation of a nozzle schedule at different speed and altitude flight conditions, both with and without afterburner.
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Rezaeifar, Ayat, Mojtaba Mesgari, and Bahar Mehmani. "Activities in Iran for Standardization of Nanotechnology." In ASME 4th Integrated Nanosystems Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/nano2005-87025.
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The importance of nanotechnology standardization is to reach the main topic in developing standards, which is “uniformity in manufacturing and facilitating the commercialization of nano-products.” According to this goal, activities on standardization in nanotechnology have been started in Iran, where development of nanotechnology is assigned to National Nanotechnology Committee of Iran. This committee is working under direct supervision of presidency office. As written in the committee’s official website [http://www.nano.ir], one of the long term goals of this movement, according to the “fourth development program of Iran” is to reach appropriate share of world trade based on nanotechnology. For this purpose standard developing and quality management system is needed for facilitating industrial and technological cooperation and decreasing costs raised from quality unawareness. So our workgroup has selected nanotechnology standardization as one of its research topics. We have studied current state of different active countries in this field and find out that one can categorize these activities into two major groups, General and Specific. The general activities refer to those looking from the regulatory and nomenclature point of view. In the other side specific activities have done according to local contracts signed between manufacturers, organizations and business start-ups. As examples of the activities started in Iran we can mention: 1. Establishing National Laboratory Network for Nanotechnology by National Nanotechnology Committee of Iran. 2. Collaboration of the Institute of Standards and Industrial Research of Iran (ISIRI) with, International Standard Organization (ISO) for starting the new Nanotechnology TC (technical committee). Today, Iran is one of the 23 active members of ISO TC 229 on Nanotechnologies. 3. Academic research on standardization of measurement procedures used for nano-scale materials. We have gathered or proposed in our research some opportunities specifically for Iran, which may also be helpful for other developing countries to enhance their market position in the upcoming era of nanotechnology. These proposals can be listed as below: 1. Establishing a national committee for managing and regulating of nanotechnology standards; 2. Starting nanotechnology technical committee in Iranian Standard and Industrial Research Organization; 3. Actively collaborating with other countries and international standard institutes, insisting on the country’s core competencies; 4. Introducing Iran’s specific needs to international standard institutes; 5. Equipping national laboratories; 6. Collaborating with international laboratory networks; 7. Developing specific standards based on casual contracts; 8. Activation of researchers to focus on measurement procedures and methods; 9. Participation in regional seminars and workshops and initiation of such activities. With paying attention to these activities, we can find the opportunity of holding a highly referenced database and information center for nanotechnology related commerce. To organize the “nanotechnology technical committee” inside the ISIRI [http://www.isiri.org/], which is responsible for all standardization activities in Iran, we decided to follow the common inter organizational disciplines of this institute, but we suggested assigning 2 or 3 members of this committee, despite others, as full time members. These members would track international standardization activities, and would be the administrators of such activities within Iran. Actively collaboration with other countries and international standard institutes, insisting on the country’s core competencies, would have lots of benefits for country. Taking into consideration that, there is no comprehensive and global accepted nano-standard in the world, through these efforts we can introduce our main interested topics of standardization to international standard institutes (e.g. during our correspondences with Dr. Hatto from UK committee for standardization in Nanotechnologies, we received an offer to notice them our priorities in Nano-standards). To do so, ISIRI has announced his full support of new ISO TC on Nanostandards. To be able to play an appropriate role in this field, having laboratories with advanced equipments is something essential. Because of the reason that these facilities are costly, we decided to take the advantages of National Laboratory Network for Nanotechnology. The laboratories within this network can support nanostandardization process through measurement at nano scale, identifying characterization of nano structures and materials, and their physical and chemical properties (for more information about this network you can visit the following website http://nanolab.nano.ir). Having a well-known and advanced national laboratory network, Iran can provide services to other countries too, and also can become a member of international laboratory networks to develop it activities. The other activity that Iran is interested in is to take part in joint works with international standard making organizations to develop specific standards (e.g. characterization of nanoparticles in ceramics industry). After developing such standards they could be certified through authority standard making organization. Universities also can play an active role in nanotechnology standardization from different aspects. For instance they can do surveys to study priorities of country in this field, and also can study on measurement at nanoscale, characterization of nanomaterilas, test method subjects and etc. Also, some activities in this field have been done in some first rated universities in the country. Participating in regional seminars and making good connections between scientists who are working at this task is another way to have a good background about nano standardization and developing special standards in nano technology. Scientists can co-work in regional universities and laboratories and they can present their research results in such kind of seminars. The goal of such program is making a new task in science and a good relationship between researchers who are working at laboratories on nano standardization and governments. Developing specific standards based on casual contracts makes our universities, laboratories and industries strong for developing standards for special cases. Being strong in such contracts give our industries and universities a powerful goal for developing standards in special cases. Equipping national laboratories and Collaborating with international laboratory networks gives our industries and universities a wide range of abilities for making precision measurements and being in touch with other institutes. The researchers and engineers can use the results of each laboratory for their researches and measurements. In this way the special contracts can be stronger and appearance of Iran in seminars, workshops and commercial relations will be more effective. One of the most important decisions can be finding a proper industry in Iran which can compete in world trade. For this kind of industry using nano materials as the primary materials or in other steps of process and developing standards will be very helpful. This kind of researches will helpful for developing a long range policy for nanotechnology in Iran.