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Journal articles on the topic 'Written academic text'
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1
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.
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Yagenich, Larisa V. "Historical Trends in the Development of the English Academic Medical Written Text: Content Organization." Dagestan State Pedagogical University. Journal. Social and Humanitarian Sciences 12, no. 2 (2018): 92–97. http://dx.doi.org/10.31161/1995-0667-2018-12-1-92-97.
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Farahani, Mehrdad. "Metadiscourse in Academic English Texts: A Corpus-driven probe into British Academic Written English Corpus." Studies About Languages, no. 34 (June 3, 2019): 56–73. http://dx.doi.org/10.5755/j01.sal.0.34.21816.
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This paper reports on a research performed in the field of corpus linguistics on metadiscourse features in the British Academic Written English Corpus. For this purpose, the British Academic Written English Corpus, which is freely available and contains 6,968,089 words, was selected as the data resource of the study. The taxonomy of metadiscourse features compiled by Hyland was used as the theoretical framework and the R program was used as the statistical software. The whole corpus was analyzed. As the data can show, the interactive metadiscourse features were more prevalent than the interactional metadiscourse features. In the interactive category, transitions and endophoric markers were used more than other ones; whereas, in the interactional category, hedges and boosters were the predominant metadiscourse features. The prevalence nature of interactive metadiscourse features can add support to the idea that writers were more interested in organizing discourse rather than conducting interaction. The findings of this research can have useful implications for researchers in such fields as contrastive analysis, text linguistics and corpus-based studies.
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Wurm, Svenja. "From writing to sign." Signed Language Interpreting and Translation 13, no. 1 (March 2, 2018): 130–49. http://dx.doi.org/10.1075/tis.00008.wur.
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Abstract This article investigates the roles that text modalities play in translation from written text into recorded signed language. While written literacy practices have a long history, practices involving recorded signed texts are only beginning to develop. In addition, the specific characteristics of source and target modes offer different potentials and limitations, causing challenges for translation between written and signed language. Drawing on an ideological model of literacy and a social-semiotic multimodality approach, this article presents findings of a qualitative case study analyzing one practitioner’s strategies translating an academic text from written English into British Sign Language. Data generated through interviews and text analysis reveal an event influenced by the affordances of the media and the translator’s consideration of source and target literacy practices.
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Blaufuss, Kathrin. "De-linking text from fieldwork." Power and Narrative 17, no. 1 (October 30, 2007): 13–26. http://dx.doi.org/10.1075/ni.17.1.04bla.
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In the construction of an academic thesis, the lived and multi-voiced experiences of fieldwork have to be condensed and distilled into a single, coherent narrative thread. This article discusses the problematic and delicate situation of attempting to select (and thereby exclude) materials and stories, and of representing faithfully but through analytical lenses, while juggling the intricacies of the author’s own positionalities and multiple levels of interpretation. In its discussion, this article makes explicit the complications of translating and transposing lived encounters and experiences into text and the written word, and unpacks the inexorable exercise of power involved in this process.
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Obana, Yasuko. "Vertical or horizontal? Reading directions in Japanese." Bulletin of the School of Oriental and African Studies 60, no. 1 (February 1997): 86–94. http://dx.doi.org/10.1017/s0041977x0002958x.
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The Japanese language was traditionally written vertically. Recently, journals, textbooks and academic reference works have appeared with the script written horizontally. One reason for this may be that quotations of foreign names and articles (written in European languages) and mathematical equations often appear in technical texts, and it is therefore more convenient to have the main text of this kind of work written horizontally.
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Syarif, Hermawati, and Rahmi Eka Putri. "HOW LEXICAL DENSITY REVEALS STUDENTS’ ABILITY IN WRITING ACADEMIC TEXT." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 12, no. 2 (December 21, 2018): 86. http://dx.doi.org/10.24036/ld.v12i1.10408.
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Through the analysis of lexical density, students’ progress in language learning, especially in writing can be identified. This article aimed to find out lexical density of students’ writing and to explain how lexical density shows their ability in writing an academic text. The data were taken from the introduction section of thesis proposals written by English graduate students, with the readers of higher education level. By statistical and descriptive analysis, the study reveals that the lexical density of students’ writing is categorized as less dense (51.19%). Grammatical complexity became the major factor that contributed to lexical density. It was revealed that the complexities emerged since students still have limited knowledge about the language use in writing an academic text. The fact shows that students’ ability in writing academic text is still in average level. This implies that the ones who write the text should consider the high density for the academic text. It is recommended to provide the topic of lexical density in the subject of academic writing subject in the syllabus of English study program of higher education.
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Novitasari, Ayu, and Kristanti Yuntoro Putri. "AN ANALYSIS STUDENTS' WRITING OF USING GENERIC STRUCTURE OF HORTATORY EXPOSITION TEXT BY THE SECOND GRADE STUDENTS OF MAN 2 KEDIRI ACADEMIC YEAR 2019/2020." Jurnal Pendidikan Bahasa Inggris Proficiency 3, no. 2 (July 31, 2021): 61. http://dx.doi.org/10.32503/proficiency.v3i2.1923.
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This research aimed 1) to know the generic structure written in the hortatory exposition text. 2) to know the quality of generic structure written in the hortatory exposition text, and 3) to know the problems are faced in using the generic structure of written hortatory exposition text. This research used the descriptive qualitative method and used students’ writing of Hortatory Exposition text to be analyzed. This research sample was 25 from 32 students of second-grade at MAN 2 Kediri, from XI-MIPA 3. Data collection was carried out by conducting writing test and interview. The data was analyzed by using contextual data which includes three procedures such as: reduction, data presentation, and drawing conclusions and verification. Furthermore, the researcher only used an external auditor to review the entire project's data validity. This result showed that there were five problems that are faced by students 1) developing the ideas into a paragraph, 2) translating the text into English, 3) determining the topic or title in accordance with the theme, 4) making recommendations, 5) making thesis and argumentation. The researcher suggested that the teacher should explain the materials step by step and intensively.
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Peterlin, Agnes Pisanski. "Engagement markers in translated academic texts." English Text Construction 9, no. 2 (November 11, 2016): 268–91. http://dx.doi.org/10.1075/etc.9.2.03pis.
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The author-audience interaction is an important issue in academic writing, but when academic texts are translated, new issues regarding the author-audience relationship arise because of the translator’s involvement in the text. This paper examines translators’ interventions in academic writing by focusing on one dimension of the author-audience interaction, i.e., reader-oriented strategies or engagement markers. Corpus analysis is employed to explore the use of engagement markers in academic texts translated into English, their corresponding source texts originally written in Slovene, and in comparable original English texts. The analysis reveals that while the frequency of engagement markers is relatively similar in the two sets of originals, it is considerably lower in the translated texts. This means that translators’ interventions resulted in a reduction in the use of engagement markers. The findings identify several potential reasons for translators’ intervention, including a tendency to avoid risky strategies such as the use of directives, adaptation of the target text to the conventions of the target language/culture, and adaptation of the target text to a new audience.
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Allen, Simone. "Task representation of a Japanese L2 writer and its impact on the usage of source text information." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 77–89. http://dx.doi.org/10.1075/japc.14.1.06all.
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This study examines students’ management of academic writing tasks, with a particular focus on how a Japanese L2 student writer of English integrates source text information into her written text. The data was gathered over one university semester through a triangulation of data collection procedures, namely interviews, journal studies and collection of written materials such as lecture notes, drafts and subject outlines. To date, there has been little research on this aspect of student writing, despite the integral importance of citation in demonstrating the originality of and/or justification for a writer’s argument and consequently in determining a reader’s assessment as to the effectiveness of an academic paper. By drawing upon the frameworks developed by Campbell (1987, 1990), Hyland (2000) and Stein (1990a), this study examines citation behaviour and task representation by investigating the cognitive processes and written products of one student. More specifically, this study investigates the processes and the concomitant difficulties that the L2 student experienced when integrating source text information and representing a task to herself while composing. In this way, this paper can better inform us of students’ actions, perceptions and attitudes when undertaking reading-to-write tasks.
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Ebeling, Signe O., and Alois Heuboeck. "Encoding document information in a corpus of student writing: the British Academic Written English corpus." Corpora 2, no. 2 (November 2007): 241–56. http://dx.doi.org/10.3366/cor.2007.2.2.241.
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The information contained in a document is only partly represented by the wording of the text; in addition, features of formatting and layout can be combined to lend specific functionality to chunks of text (e.g., section headings, highlighting, enumeration through list formatting, etc.). Such functional features, although based on the ‘objective’ typographical surface of the document, are often inconsistently realised and encoded only implicitly, i.e., they depend on deciphering by a competent reader. They are characteristic of documents produced with standard text-processing tools. We discuss the representation of such information with reference to the British Academic Written English (BAWE) corpus of student writing, currently under construction at the universities of Warwick, Reading and Oxford Brookes. Assignments are usually submitted to the corpus as Microsoft Word documents and make heavy use of surface-based functional features. As the documents are to be transformed into XML-encoded corpus files, this information can only be preserved through explicit annotation, based on interpretation. We present a discussion of the choices made in the BAWE corpus and the practical requirements for a tagging interface.
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Geraldine, Monitha. "The Effectiveness of Four Corners Strategy in Teaching Writing Hortatory Exposition Text." International Journal of Multi Discipline Science (IJ-MDS) 1, no. 2 (April 25, 2018): 95. http://dx.doi.org/10.26737/ij-mds.v1i1.425.
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<em>This research investigated the use of Four Corners Strategy in teaching writing hortatory exposition text to the eleventh-grade students of SMAN 10 Pontianak in academic year 2015/2016. Four Corners is a strategy which allows students to think about a concept from four different perspectives of points of view. A quasi-experimental design was implemented to achieve the purpose of this study. The measurement technique was employed in this research. The data collection instrument was written test. This research used the t-test formula to analyze the quantitative data obtained through written test. Furthermore, an analytic scoring rubric was developed to assess the students’ writing in hortatory exposition text. The result of data analysis revealed the superiority of the experimental group to the control group. Hence, the four corners strategy was effective in helping the students to improve their writing hortatory exposition text.</em>
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Alenkina, Tatiana Borisovna. "The structure of academic writer identity in L2 book reviews by Russian undergradu-ates: Voice and stance." Science for Education Today 11, no. 4 (August 31, 2021): 156–69. http://dx.doi.org/10.15293/2658-6762.2104.08.
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Introduction. The article focuses on theoretical and practical aspects of academic writer identity. The theoretical aspect comprises the analysis of the Anglo-American bulk of research devoted to the problem of writer identity in the academic written discourse. The purpose of the article is to define the structure of writer identity, its voice and stance. The practical objectives of the study is to investigate the identity of novice academic writers represented in their language choices as well as to describe the mechanism of such choices. In order to accomplish the purpose of the research, three types of writer positioning are distinguished: ideational, interpersonal, and textual. Materials and Methods. The theoretical analysis is based on the Systemic Functional Linguistics (SFL) approach and Rhetorical Genre Studies as well as recent developments of ESP. The analysis of empirical data has been conducted using the methods of discourse analysis as well as qualitative and quantitative methods of data processing. The study reveals the voice and stance represented by lexico-grammatical means of the English academic written discourse. The conducted experiment introduces the context of ESP and models the situation of the implementation of the genre approach in the Academic Writing course in the Moscow Institute of Physics and Technology, which is one of the leading technical universities in Russia. The research materials include texts of academic book reviews written in English by Russian undergraduates. Results. The study has revealed the social nature of writer identity determined by the genre hybridity of a book review. It is shown that identification and positioning are in direсt connection with the source text; thus, while choosing a textbook of a general science book, the writer identity is getting to be collective or professional. Depending on the functional style of the source text, the rhetorical markers are changing as well. Thus, while choosing a textbook, students are writing for the teacher and addresses the student audience; at the same time in case of the general science text, the student rises to the level of an expert and addresses the scientific community. The popular science text helps work out the individual voice while the author’s style is changing toward the creative one and the dialogue between the writer and the reader is taking an intimate coloring. Subjectivity markers (adjectives with the negative value, boosters) are getting to be typical for the Russian linguistic and academic culture. Conclusions. The article concludes that constructing the socially-predetermined writer identity is an essential skill for students and academics. The writer identity is fluid and changeable depending on the social context – academic discourse and genre characteristics. The genre of a book review that combines objectivity and subjectivity gives an opportunity to construct writer identity according to the choice of the source text. The writer identity is culturally-predetermined and connected with the standards of Russian linguistic culture, academic rules and traditions of teaching English as a foreign language in Russia.
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Al-Salman, Saleh M., and Aziz T. Saeed. "Effects of Text-messaging on the Academic Writing of Arab EFL Students." Research in Language 15, no. 3 (September 30, 2017): 237–52. http://dx.doi.org/10.1515/rela-2017-0014.
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This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a student sample of the Arab Open University (AOU). The research findings show that Arab EFL students’ writing does not reveal a heavy use of texting features, which suggests that this phenomenon neither poses a serious threat nor adversely impacts students’ written English.
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GREENMAN, CAROLINE. "Coaching Academic English through voice and text production models." ReCALL 16, no. 1 (May 2004): 51–70. http://dx.doi.org/10.1017/s0958344004000515.
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We report on how technological developments have enabled us to change our concepts and practices regarding voice and text coaching and how this in turn has raised the level of literary competence among non-native doctoral students seeking publication in English in scientific journals. We describe models for marking, peer reviewing and coaching spoken delivery and written text. Our models spring from our dedicated physical CALL environment and take into account learner expectations and further develop tangible learner strategies. As our models are applied in an open learning platform they are accessible, interactive and facilitate both differentiated progressive feedback and student profiling. The four skills are revisited through very traditional means in a methodological paradigm requiring some ‘new literacy’. Between 1997 and 2000 we were devoted to developing and testing our dedicated physical CALL classroom model; in the period 2000–2003 we have focused on both sustaining this and improving our procedures. Refining the coaching and interactive feedback procedures for both text and voice development within the virtual classroom model (established at the Institute for Living Languages at KULeuven in 1997) informs the focus of our research. During the latter period, the resulting models have been rigorously tested by about three hundred KULeuven students, half of whom are post graduates and half of whom are undergraduates. The specific need for refined coaching and feedback for doctoral students is first defined, then the concept, procedure and results of three models are outlined and illustrated. The models include a text marking and coaching model, a speech marking and coaching model and a model to contextualise and manage the interactive cycle of learner, peer and coach writing and speaking processes. Key to our findings is the fact that our models help us to help learners differentiate between passive and active retrieval, plus transfer issues versus knowledge gap issues. The discussion centres on further model development integration.
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Nørreklit, Hanne, and Robert W. Scapens. "From persuasive to authoritative speech genres." Accounting, Auditing & Accountability Journal 27, no. 8 (October 2, 2014): 1271–307. http://dx.doi.org/10.1108/aaaj-08-2012-01072.
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Purpose – The purpose of this paper is to contrast the speech genres in the original and the published versions of an article written by academic researchers and published in the US practitioner-oriented journal, Strategic Finance. The original version, submitted by the researchers, was rewritten by a professional editor in the USA before it was published. Design/methodology/approach – The paper analyses the “persuasive” speech genre of the original version and the “authoritative” speech genre of the published version. Findings – Although it was initially thought that the differences between the two versions were due to differences in the forms communication used by academics and practitioners, as the analysis progressed it became clear that the differences the authors were observing could be traced to more profound differences in philosophical assumptions about the “way of understanding and constructing a world”. Research limitations/implications – The choice of language and argumentation should be given careful attention when the authors craft the accounting frameworks and research papers, and especially when the authors seek to communicate the findings of the research to practitioners. However, the authors have focused on just one instance in which a text written by academics was re-written for publication in a practitioner journal. Originality/value – The paper contrasts the rationalism of the persuasive speech genre and the pragmatism of the authoritative speech genre. It cautions academic researchers against uncritically adopting specific speech genres, whether they are academic or practitioner speech genres, without carefully reflecting on their relevance and implications for understanding the nature of the phenomenon being discussed.
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Bayram, Ilknur, Cisem Altug, Firdevs Pelin Dereli, Gokhan Yildiz, and Yakup Uzun. "Investigating How Students Transfer a Source Text into Speech through Lesson Study." European Scientific Journal, ESJ 13, no. 32 (November 30, 2017): 49. http://dx.doi.org/10.19044/esj.2017.v13n32p49.
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This study was designed to explore how students enrolled at the English Academic Presentation Skills and English for Logistics Courses transfer a piece of written text into speech. Designed as a Lesson Study Project, this study was carried out during the 2016-17 Fall Semester by five teachers with the participation of 68 students from three different departments and four different classes. Data in this qualitative case study was gathered through four research lessons, classroom observations, student interviews and analysis of student work. Findings of the study revealed that students tend to make changes in a written text in five different ways to be able to present it orally. These changes fall under the headings of organizational changes, sentence level changes, summarizing the text, using key details and use of transitions.
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Doubtfire, Joseph. "It’s Just a Draft: On the messy, the unfinished and the speculative in writing." Journal of Writing in Creative Practice 13, no. 2 (February 1, 2020): 229–41. http://dx.doi.org/10.1386/jwcp_00006_1.
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Language, and by extension writing, are used in conjunction with art to explain, decipher and decode. With the move of art education to be increasingly in line with academic practice, the written work undertaken by art students is measured and governed by expectations of being refined, finished and persuasive. Practice is often an altogether messier endeavour than the writing that accompanies, explains and justifies it would have you believe. Considering the relationship between writing and practice, It’s Just a Draft proposes the relevance of writing that falls short of academic expectations: the messy, the unfinished and the speculative. The article focuses on various aspects of written practice, namely: process, and the notion of embracing all stages of writing in a finished text; drafts, the idea of writing and rewriting/thinking and rethinking text as a continuous and developmental cycle; and style, more specifically what constitutes an academic voice. The article reflects somewhat on its own implication in relation to these ideas, being paradoxically more formulaic than the sort of writing that it discusses.
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Van Dyk, Tobie, Henk Louw, Marlies Taljard, and Elsa Meihuizen. "Akademiese taalvermoë en nagraadse studie – ’n gevallestudie." Journal for Language Teaching 54, no. 2 (March 29, 2021): 139–63. http://dx.doi.org/10.4314/jlt.v54i2.7.
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Academic language proficiency has a significant impact on students’ academic performance. According to existing literature underdeveloped language competence is a common problem amongst postgraduate students (Bammett, 1989; Grabe, 1991; Ellis, 1994; Cohen, 1998; Tercanlioglu, 2004; Brown, 2008; Young et al., 2013). Reasons for this situation include the fact that postgraduate students often have to write in a language other than their mother tongue or that they lack abilities in critical reading, the handling of sources, academic argumentation, and text structuring. Students at masters and doctoral level therefore often struggle with handling prescribed material and with producing well-written academic texts, and supervisors are challenged to act proactively in order to manage potential risks. This article is a report on the use of the Test of Academic Literacy for Postgraduate Students – TALPS (ICELDA, 2020) to determine the academic literacy needs of postgraduate students for the purpose of course development. TALPS was used in combination with needs reported by supervisors in order to identify performance requirements and gaps in students’ profi ciencies. In combination with guidelines for best practice available in the existing literature this knowledge was used for the creation of a short course in academic writing for postgraduate students. This context specific intervention focused on the writing of a literature review, text structuring, cohesion and coherence, academic argumentation, scholarly identity, and text editing. Exceptionally positive feedback from both students and supervisors and significant improvement in students’ writing testify to the success of this intervention.
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Wang, Ying. "A functional analysis of text-oriented formulaic expressions in written academic discourse: Multiword sequences vs. single words." English for Specific Purposes 54 (April 2019): 50–61. http://dx.doi.org/10.1016/j.esp.2018.12.002.
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Zhang, Ying. "Examining the Application of Grammatical Metaphors in Academic Writing." English Language and Literature Studies 8, no. 2 (May 24, 2018): 108. http://dx.doi.org/10.5539/ells.v8n2p108.
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English academic writing is a challenging task for Chinese EFL learners. For graduate students, they need systematic and explicit guidance to improve their academic writing competence. Grammatical metaphors are important resources for constructing academic discourse, and nominalization in ideational metaphors is regarded as the most powerful tool for achieving formality, objectivity, lexical density and text cohesion typical of academic papers. This article focuses on the role of grammatical metaphors in the production of quality academic written texts. It analyzes the function of grammatical metaphors in academic register and the application of these grammatical metaphors in creating academic meanings. The paper also provides some pedagogical implications for academic writing instruction for advanced EFL learners.
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RAVID, DORIT, and SHOSHANA ZILBERBUCH. "Morphosyntactic constructs in the development of spoken and written Hebrew text production." Journal of Child Language 30, no. 2 (May 2003): 395–418. http://dx.doi.org/10.1017/s0305000903005555.
Full textAbstract:
This study examined the distribution of two Hebrew nominal structures – N–N compounds and denominal adjectives – in spoken and written texts of two genres produced by 90 native-speaking participants in three age groups: eleven/twelve-year-olds (6th graders), sixteen/seventeen-year-olds (11th graders), and adults. The two constructions are later linguistic acquisitions, part of the profound lexical and syntactic changes that occur in language development during the school years. They are investigated in the context of learning how modality (speech vs. writing) and genre (biographical vs. expository texts) affect the production of continuous discourse.Participants were asked to speak and write about two topics, one biographical, describing the life of a public figure or of a friend; and another, expository, discussing one of ten topics such as the cinema, cats, or higher academic studies. N–N compounding was found to be the main device of complex subcategorization in Hebrew discourse, unrelated to genre. Denominal adjectives are a secondary subcategorizing device emerging only during the late teen years, a linguistic resource untapped until very late, more restricted to specific text types than N–N compounding, and characteristic of expository writing. Written texts were found to be denser than spoken texts lexically and syntactically as measured by number of novel N–N compounds and denominal adjectives per clause, and in older age groups this difference was found to be more pronounced. The paper contributes to our understanding of how the syntax/lexicon interface changes with age, modality and genre in the context of later language acquisition.
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MOROZOVA, Nonna Antonovna, Raisa Mikhaylovna KULICHENKO, Vladimir Fedorovich PENKOV, and Andrey Yurevich KURIN. "ACADEMIC LITERACY IN THE ADVANCED SYSTEM TRAINING OF A COMPETENT SPECIALIST." Tambov University Review. Series: Humanities, no. 176 (2018): 7–13. http://dx.doi.org/10.20310/1810-0201-2018-23-176-7-13.
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In the system of training a modern competent graduate of a Russian university, one of the ways to improve it is to include in the content of his training discipline “Academic writing”. At the same time, in the context of the principles of succession and continuity, it is necessary to deepen and expand the content of the discipline, increase the number of practical classes, the result of which will be the qualitative writing of scientific texts by students, and ultimately, the scientifically competent writing of the text of the research performed by them. On the basis of the principles of succession and continuity, the stages of development of academic writing at the successive school and university educational levels are presented. It is shown that the training in the course “Academic writing” will form the academic communicative written and verbal competence, that is, to form knowledge about how to write a term paper, graduate work and other types of written texts; knowledge of various methods of working with text information; the ability to write such works, the ability to make a scientific report publicly; possession of the skills of structuring the text and building logical relationships. In general, the analysis has helped to identify the need and necessity of inclusion in school and university curricula of the subject “Academic writing”; the need for the creation of training programs, the continuity of the textbooks, “Academic writing” for general and higher education; the obligation of identification or of training, retraining in the system of training specialists for the implementation of the teaching of this school subject, which will allow to improve the system of training modern competent professionals.
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Arizah, Mila, and Tri Molly Ramadhona. "THE CORRELATION NOUN PHRASE AND WRITING OF DESCRIPTIVE TEXT AT TENTH LEVEL STUDENTS OF SMA N 5 OKU." JURNAL BASIS 6, no. 1 (April 18, 2019): 119. http://dx.doi.org/10.33884/basisupb.v6i1.1060.
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The aim of this research was to find out whether or not there was a significant correlation between noun phrase and writing descriptive text. This study was using quantitative approach. The technique for collecting data was noun phrase test and written test. This study was conducted at SMA N 5 OKU. The population of this study was the tenth grade students of SMA N 5 OKU in academic year 2018/2019 and the samples were 122 students which were choosen randomly from the population. The data were collected by using noun phrase test and written test. The data were analyzed by using the correlational analyses and computerized by using SPSS 23. After conducting the research, the researcher got the data which showed that there was significant correlation between noun phrase and writing descriptive text. The correlation was significant in terms of the correlation coefficient was 0.424. It meant that research hypothesis (Ha) alternative hypothesis was accepted and (Ho) null hypothesis was rejected.
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Parodi, Giovanni. "Academic and professional genre variation across four disciplines: exploring the PUCV-2006 corpus of written Spanish." Linguagem em (Dis)curso 10, no. 3 (December 2010): 535–67. http://dx.doi.org/10.1590/s1518-76322010000300006.
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The elusive concepts underlying the word genre offer different alternative conceptions. This may produce confusions but identifying the theoretical frameworks help in understanding the possible preliminary doubts of the novice. Systemic Functional Linguistics (SFL), New Rhetoric (NR), Semiolinguistics (SL), Communicative Procedural Text Linguistics (CPL), Interdisciplinary Text Linguistics (ITL), and Genre Analysis (GA), among others, are all theoretical propositions that represent options to be explored. In this paper, a discussion of the contemporary conceptions of discourse genre will be presented. My own perspective will also be a particular focus, but with special emphasis on findings from empirical data. The research is based upon the largest available on-line corpus (58 million words) of written specialized Spanish on four disciplines: Psychology, Social Work, Industrial Chemistry, and Construction Engineering. The corpus was collected in one Chilean university and the corresponding professional settings. The corpus description shows that access to disciplinary knowledge is constructed through a varying repertoire of written genres depending on disciplinary domain and on academic or professional field. Psycholinguistic and educational implications are advanced in relation to knowledge acquisition, discourse genres and reading comprehension.
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BOUBEKEUR, Sihem. "Teaching Short Stories through the Use of the Reader-Response Theory: Second-Year Students at Dr. Moulay Tahar University-Saida." Arab World English Journal 12, no. 2 (June 15, 2021): 83–92. http://dx.doi.org/10.24093/awej/vol12no2.6.
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The Reader-Response Theory considers the learner as an active participant in extracting meaning from a literary work depending on his/her prior experience. Teaching literature critically allows the reader to create a sense, and compare the previous experience with the written text. Second-year students cannot decode and scrutinize a short academic text, which unveiled that they are unaware of the different types of readings. The research question arises in this vein is: To what extent does the Reader-Response Theory contribute to the development of the EFL students’ skills? The piece of work aims at introducing and applying the Reader-Response Theory to teaching short stories to second-year university students. The current study was conducted on students taught by the teacher-researcher at Dr. Moulay Tahar University-Saida, Algeria. A questionnaire, observation, and the analysis of students’ written assignments employed in the present work for the overarching aim of gathering data in a timely period. Yet, the results revealed that after implementing this approach, EFL students become aware of how to undertake an academic written piece. It also reinforces their thinking skills, and boosts their creativity.
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Gedzevičienė, Dalia. "On the use of semantic calques in academic legal written language." Taikomoji kalbotyra, no. 5 (November 5, 2015): 1–18. http://dx.doi.org/10.15388/tk.2014.17457.
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The use of semantic calques in academic legal written language is the focus of the present article. Semantic calques are words in new irregular meanings. The following two groups of semantic calques in academic legal written language are distinguished: old calques, which are produced in the Lithuanian language due to the impact of the Russian language, and new calques, which have been produced in the Lithuanian language due the impact of the English language. The most frequently used calques of the first group are the verbs (pa)talpinti, atstatyti, sutikti, naudoti and their derivatives, the adjectives pilnas, -a, vieningas, -a and their derivatives, the noun saugiklis.The most frequently used calques of the second group are the adjectives pilotinis, harmoningas, -a, the verb harmonizuoti and the noun harmonizavimas. The present paper aims to identify the key reasons why some semantic calques spread in the academic language of the law. According to the contact between the user of the calque and the foreign language of its origin, the article distinguishes two types of reasons: primary and secondary. Primary reasons (concerned with the direct contact between the user of the calque and the language of origin) can be divided into three general reasons: (1) life among bilingual population; (2) the author of the text is a non-native speaker of Lithuanian; (3) the author relies on secondary written sources (research papers, documents, legal acts) in foreign languages, especially on its non-professional translation. Secondary reasons are concerned with an indirect contact between the user of the calque and the language of origin. In many cases the user of the calque does not know the foreign language from which the calque has been adopted. Semantic calques are copied from administrative language (legal acts, codes), public spoken language and are the result of imitation. Due to secondary reasons the calque appearing in a narrow peripheral field of standard language is further transferred into general usage. The analysis of the texts has demonstrated that in most cases semantic calques spread in academic legal written language due to extralinguistic factors. For example, Soviet occupation is one of them, when Russian in fact had the status of a state language. Now we are in a different situation, when the EU membership requires that all legal acts be translated into national languages of all member states.
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Bouton, Lawrence F. "A Cross-Cultural Analysis of the Structure and Content of Letters of Reference." Studies in Second Language Acquisition 17, no. 2 (June 1995): 211–44. http://dx.doi.org/10.1017/s0272263100014169.
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Different expectations for structure and content in the construction of text can lead to difficulties in cross-cultural communication. This study investigates letters of reference as one type of written text that is relatively frequent in the contexts of the international academic community. Sixty-five letters of reference written by American referees and 65 letters written by referees from five Asian cultures were analyzed to discover the conventions and expectations guiding readers and writers from these backgrounds. Although there were many similarities in the two sets of texts, there were also several differences in the structure, content, and implicature employed in the letters; there is a complex interaction between the tripartite conceptual structure of the letters (the introduction, body, and closing) and the occurrence of specific elements of content and the form those elements took.
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Piyani, Piyani. "The Correlation between Reading Comprehension and Students’ Ability in Answering Cloze Test of The Seventh Grade Students at SMP N 1 Kalipuro Banyuwangi in The 2014/2015 Academic Year." LUNAR 1, no. 02 (November 6, 2017): 35–47. http://dx.doi.org/10.36526/ln.v1i02.463.
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Reading comprehension is a process of comprehending meaning from a text. In reading process, especially about English text, the readers can enrich their vocabulary and their knowledge. Reading also can increase their experience because the reader know about a new information which do not know before. Reading comprehension is important for student. Because reading comprehension can give them some idea for written. In reading comprehension process they imagine about the contain of the text and they can retell about the text in form of written. In this thesis, the researcher held a research about the correlation study between reading comprehension and students’ ability in answering cloze test of the seventh grade students at SMPN 1 Kalipuro Banyuwangi in the 2014/2015 Academic Year. The objective of this research is to investigate correlation between reading comprehension and students’ ability in answering cloze test.
the data of the research collected by test, the researcher used essay test to collect score of reading comprehension and cloze test. The determination of the respondent Population of this research was taken from the Seventh years students at SMPN 1 Kalipuro Banyuwangi in the 2014/2015 academic year. They are 37 students as the research sample which was taken by using cluster random sampling. Based on the result of the data analysis of product moment formula, it can be known the statistical value of correlation coefficient is higher than the “r” table. That is 0,59 > 0,325. It indicated that there was correlation between reading comprehension and students’ ability in answering cloze test. And the level of correlation between reading comprehension and students’ ability base on the result of statistical formula in answering cloze test was enough
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Perez, Olivia D., Hasani W. Swindell, Carl L. Herndon, Peter C. Noback, David P. Trofa, and J. Turner Vosseller. "Assessing the Readability of Online Information About Achilles Tendon Ruptures." Foot & Ankle Specialist 13, no. 6 (November 26, 2019): 470–77. http://dx.doi.org/10.1177/1938640019888058.
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The American Medical Association (AMA) and National Institutes of Health (NIH) currently suggest that health care materials be written at a sixth-grade reading level. Our study investigates the readability of online information on Achilles rupture and reconstruction. Achilles tendon rupture, Achilles tendon repair, and Achilles tendon reconstruction were queried using advanced search functions of Google, Bing, and Yahoo!. Individual websites and text from the first 3 pages of results for each search engine were recorded and categorized as physician based, academic, commercial, government and nongovernmental organization, or unspecified. Individual readability scores were calculated via 6 different indices: Flesch-Kincaid grade level, Flesch Reading Ease, Gunning Fog, SMOG, Coleman-Liau index, and Automated Readability Index along with a readability classification score and average grade level. A total of 56 websites were assessed. Academic webpages composed the majority (51.8%), followed by physician-based sources (32.1%). The average overall grade level was 10.7 ± 2.54. Academic websites were written at the highest-grade level (11.5 ± 2.77), significantly higher than physician-based websites ( P = .040), and only 2 were written at, or below, a sixth-grade reading level. Currently, online information on Achilles tendon rupture and reconstruction is written at an inappropriately high reading level compared with recommendations from the AMA and NIH. Level of Evidence: Level IV
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Parodi, Giovanni. "University genres in disciplinary domains: social sciences and humanities and basic sciences and engineering." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 25, no. 2 (2009): 401–26. http://dx.doi.org/10.1590/s0102-44502009000200007.
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The issue of disciplinarity is becoming increasingly salient in discourse studies. Questions of how differences in the structures of intellectual fields and curricula help shape educational experiences and outcomes are the focus of studies across a variety of disciplines using a range of approaches. One way to access the specialized written genres employed by academia is to begin from the tenet that all materials read by students during their university training reveal relevant data about disciplinary genres. This article presents research that focuses on the collection, construction, and description of an academic corpus based on texts collected in four disciplinary domains of knowledge: Industrial Chemistry, Construction Engineering, Social Work, and Psychology. A review of the concepts of genre and academic discourse is presented. This is followed by a description of the procedures of collecting and organizing the Academic Corpus PUCV-2006, which comprises almost 60 million words. In addition, a preliminary genre typology of the 491 text corpus is provided.
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Oktavianda, Wisnu. "Draw Label Caption (Dlc) Strategy to Improve Students’ Writing Descriptive Text." Channing: Journal of English Language Education and Literature 5, no. 1 (April 1, 2020): 36–40. http://dx.doi.org/10.30599/channing.v5i1.755.
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The purpose of this research was to determine whether there was a significant difference between students who were taught using the Draw Label Caption (DLC) Strategy and students who were not taught using the Draw Label Caption (DLC) Strategy to improve the quality of descriptive text written by eighth-graders of SMP Muhammadiyah 2 Karang Tengah in academic year 2019/2020. The type of research used is quantitative research with experimental methods, with a quasi-experimental design. The population was 78 students, the sample was 50 students by purposive sampling. The research was collected using a written description test and analyzed with the Independent t-test SPSS 16, it was found that the t-obtained was higher than t-t (3.060> 2.021) at the significant level α = 0.05 on the two-sided test. This meant that there is a significant difference between the experimental group and the control group. So the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It can be concluded that the Draw Label Caption (DLC) strategy has a significant on the improvement of the ability to write the descriptive text of eighth-graders of SMP Muhammadiyah 2 Karang Tengah.
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Devira, Merina. "Acquisition of academic literacy in an Engineering communication course: Integration of English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL)." Studies in English Language and Education 4, no. 1 (March 1, 2017): 38. http://dx.doi.org/10.24815/siele.v4i1.7003.
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This study investigated academic literacy practices by an EFL student at an Engineering Communication course in the University of Adelaide, Australia. It focused on finding a description of engineering written communication skills designed in the specific course and investigating the student’s response in the construction of a specific text type in the engineering community. A qualitative case study method was used where the data were taken from classroom observations, the student’s interviews, his writings, and other supporting data, such as a course booklet and several PowerPoint slides. The findings showed that working in a group discussion at the workshop sessions was perceived as the most useful academic literacy practice in acquiring engineering communication skills. It also revealed that academic literacy practices, such as accessing MyUni, using databases for a specific discipline, recognising graphic skills and using effective reading strategies were considered by him as new and useful practices in an academic culture which helped him execute written engineering communication assignments into a cohesive and coherent argumentative text. Overall, although he had different perceptions before and after completion of the course, he viewed the course design positively. Some ideas on how the course developers or tutors could match the course design with his practical needs were offered, such as mutual collaboration with the English lecturers who were providing the course and the implementation of a program of academic English for first year students.
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MacIntyre, Robert. "The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers." RELC Journal 50, no. 1 (October 11, 2017): 6–19. http://dx.doi.org/10.1177/0033688217730139.
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In many academic writing textbooks and style guides the use of personal pronouns is not encouraged. This is particularly problematic for non-native speakers of English trying to express themselves in a second language as, although personal pronouns are a clear signal of the writers’ identity and presence in a text, they are usually advised not to use them. Therefore, in order to understand more about the use of personal pronouns by non-native speakers, this study examined a corpus of argumentative essays written by first-year Japanese university students. Whilst the use of personal pronouns has been well documented, there has been less written about how we, as educators, can help our learners understand how to use them to shape their identities as academic writers. Therefore, this article attempts to address this by suggesting a possible pedagogical approach to teaching the use of personal pronouns in academic writing.
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Karadeniz, Abdulkerim. "Cohesion and Coherence in Written Texts of Students of Faculty of Education." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 93. http://dx.doi.org/10.11114/jets.v5i2.1998.
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The purpose of this study is to determine the relationship between Faculty of Education students’ levels of using cohesive devices and their skills in creating a consistent text. The document review technique, which is one of the qualitative research methods, was employed in the study. The “Cohesive Devices Evaluation Scale” was employed in determining the coherency factors in the students’ texts, and the “Paragraph Consistency Evaluation Scale” was employed in the evaluation of the consistency of the texts. The study was carried out at the Faculty of Education, Ahi Evran University in the 2014-2015 academic year. The students’ skills in using cohesive devices, elliptical narrative and conjunctive components are varies significantly depending on the department in which they are receiving their education. It is observed that there is a highly significant relationship between the length of the text and coherence and consistency. Again, it is observed that there is a significant relationship in a positive direction between consistency and coherence. A significant relationship at a low level between the students’ skills in creating a consistent text and references, elliptical narrative and substitution of the cohesive devices is also seen.
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Dubisz, Stanisław. "Język pism Józefa Piłsudskiego – Zadania praktyczne rewolucji w zaborze rosyjskim." Białostockie Archiwum Językowe, no. 20 (2020): 63–71. http://dx.doi.org/10.15290/baj.2020.20.06.
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“Zadania praktyczne rewolucji w zaborze rosyjskim” is an original lecture edited to appear in a written form. This caused de-individualisation of the language in which the message is conveyed, limiting idiolectic properties (they have textual rather than systemic nature) and giving the linguistic material of the text exclusively all-Polish features. The style of this text balances between determinants of a nearly academic lecture and features of a political presentation including persuasive elements.
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Chijioke, Dorathy Ijeoma, and Michael Alozie Nwala. "Chat Language and the Challenges of Students in Written Composition." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 2 (May 27, 2021): 316. http://dx.doi.org/10.24167/celt.v19i2.2278.
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With the prevalence of the internet and social network platforms in this digital age, most people opt for text messages as a fast and convenient means of communication and prefer real-time online chats to face-to-face social interactions. The cyber language is replete with writing errors that are not conventionally acceptable in academic writing and which can impede comprehension in some cases. As teenage participation in this new media increases, this study investigated the impact of chat language on the written composition of senior secondary school students who are prospective candidates for O’level and or A’level examinations. Data were generated from the students’ written essay scripts and analysed using Halliday’s Systemic Functional Grammar as the theoretical framework. The study adopted the quantitative and qualitative research methods in which 842 senior secondary 2 and 3 (SS2 and SS3) students of selected schools in Port Harcourt, Rivers State, are the population. The result revealed that online chat language and text-based messages mostly affect students’ writings in mechanical accuracy and expression. The study therefore recommended that the negative effects of the social media on the students’ writings should be checked in schools.
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Khair, Ummul. "Analisis Kesalahan Ejaan Yang Disempurnakan (EYD) Dalam Proposal Skripsi Mahasiswa." ESTETIK : Jurnal Bahasa Indonesia 1, no. 1 (July 13, 2018): 31. http://dx.doi.org/10.29240/estetik.v1i1.508.
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This text study objective was to determine how much the level of student writing errors made in the use of written language in developing a thesis proposal. The method used in the research data penganalisissan this text is the text method , which collects a number of text samples, further reading and doing analyzing student writing done , and also uses descriptive method of analysis. As the results, 1) error writing uppercase (capital) in the student proposal STAIN Curup VIII semester of academic year 2012/2013 as many as 850 words, with a percentage of 40.59 %; 2) error writing spelling on student proposals STAIN Curup VIII semester of academic year 2012/2013 as many as 681 words, with a percentage of 32, 52 %; 3) error writing prepositions (di, ke and dari) the student proposal STAIN Curup VIII semester of academic year 2012/2013 as many as 282 words, with a percentage of 13.46 %; 4) error writing punctuation dot (.), comma (,), colon (:), semicolon (;), and quotes (") on student proposals as many as 281 words, with a percentage of 13.41 %.
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Li, Weina. "The cultural ID in the modal system: A contrastive study of English abstracts written by Chinese and native speakers." English Today 32, no. 4 (December 17, 2015): 6–11. http://dx.doi.org/10.1017/s0266078415000577.
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An abstract is a brief summary of a research paper, review or conference proceeding, which can be considered as a sub-register of academic writing and is often used to help readers quickly ascertain the paper's purpose, thesis, main results and conclusions. With the development of international academic communication, English abstracts play an increasingly vital role in international publishing and academic papers, being the basis for international academic citation indexes. UNESCO prescribes that all published scientific articles, no matter in which language, require a succinct English abstract. Most literature database search engines, such as the EI index, only display abstracts rather than providing the full text of the paper. Since an unsuccessful English abstract would be detrimental to the whole paper as well as to the general quality of the journal, no academic authors would want to lower their guard. In this context, the study of linguistic features of academic abstracts has attracted more and more attention of EAP scholars. The studies on English abstracts in China mainly focus on the writing paradigm as well as such linguistic features as stylistics, textual coherence, grammatical patterns, tense, voice and usage of prepositions (Xiong, 2002; Li et al, 2004; Wang, 2005; Fan, 2006; Li, 2008; He & Cao, 2010).
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Cunningham, James W., and David W. Moore. "The Contribution of Understanding Academic Vocabulary to Answering Comprehension Questions." Journal of Reading Behavior 25, no. 2 (June 1993): 171–80. http://dx.doi.org/10.1080/10862969309547809.
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This study was designed to investigate whether the vocabulary of written comprehension questions is an independent factor in determining students' reading comprehension performance. The factors controlled were reader characteristics, text characteristics, and question-text-answer relationships. Sets of matched comprehension questions differing only in type of vocabulary (academic vs. everyday) were answered by 106 fourth-, fifth-, and sixth-grade students. Subjects' scores on the ITBS meaning vocabulary subtest and an informal measure of academic vocabulary knowledge were also collected. Differences between means indicated that academic vocabulary in comprehension questions significantly decreased question-answering performance. To shed additional light on this decrease, a series of simple, multiple, and semipartial correlations between vocabulary measures and comprehension question scores were computed. These correlations consistently supported the interpretation that differences in terminology between the matched sets of questions accounted for the difference in performance on the questions. Possible directions for further research and implications for practice are discussed.
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Thelwall, Mike. "Creating and using Web corpora." International Journal of Corpus Linguistics 10, no. 4 (November 7, 2005): 517–41. http://dx.doi.org/10.1075/ijcl.10.4.07the.
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The Web has recently been used as a corpus for linguistic investigations, often with the help of a commercial search engine. We discuss some potential problems with collecting data from commercial search engine and with using the Web as a corpus. We outline an alternative strategy for data collection, using a personal Web crawler. As a case study, the university Web sites of three nations (Australia, New Zealand and the UK) were crawled. The most frequent words were broadly consistent with non-Web written English, but with some academic-related words amongst the top 50 most frequent. It was also evident that the university Web sites contained a significant amount of non-English text, and academic Web English seems to be more future-oriented than British National Corpus written English.