Teacher Mediation, Learner Reciprocity and Academic Writing Development

2020 ◽  
pp. 115-149
Author(s):  
Prithvi N. Shrestha
Keyword(s):  
Academic Writing ◽  
Writing Development

scholarly journals Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies

2021 ◽  
Vol 19 (1) ◽  
pp. 125-140
Author(s):  
Lee Jin Choi
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Writing Development ◽  
Multiple Identities ◽  
Academic Community ◽  
Language Learner ◽  
Medium Of Instruction ◽  
Academic Context ◽  
Multilingual Writers ◽  
English Speaking

Summary The increasing number of international students enrolled in higher education in English-speaking countries has presented the growing need to support their academic writing development. It, however, has often led to the hasty assumption that English language learner (ELL) writers need to quickly adopt the dominant academic writing conventions in order to succeed in an English-speaking academic community. Even though the growing number of scholars have started to pay attention to ELL writers’ diverse writing styles and multiple identities, little research and discussion have taken place on how language practitioners could engage ELL writers in developing their voices as multilingual and multicultural writers. By analyzing a qualitative interview with ten experienced writing consultants and instructors, this paper explores major challenges that ELL writers experience and different strategies that could effectively help them develop their voices as writers in the academic context where English is dominantly used as the medium of instruction. Findings show that while many colleges and universities in English-speaking countries still adopt a monolithic view and label ELL writers as ‘a troubled non-native writer’, it is crucial for writing consultants and instructors to acknowledge ELL writers’ multilingual background and help them to develop their unique voices and achieve sustainable development and progress.

Linguistic Markers of Stance and Genre in Upper-Level Student Writing

2019 ◽  
Vol 36 (2) ◽  
pp. 267-295 ◽  
Author(s):  
Laura Aull
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Development ◽  
Future Research ◽  
Student Writing ◽  
Linguistic Markers ◽  
Writing Research ◽  
Upper Level ◽  
Different Levels ◽  
Level Student

Stance is a growing focus of academic writing research and an important aspect of writing development in higher education. Research on student writing to date has explored stance across different levels, language backgrounds, and disciplines, but has rarely focused on stance features across genres. This article explores stance marker use between two important genre families in higher education—persuasive argumentative writing and analytic explanatory writing—based on corpus linguistic analysis of late undergraduate and early graduate-level writing in the Michigan Corpus of Upper-Level Student Papers (MICUSP). The specific stance markers in the study, both epistemic and textual cues, have been shown to distinguish student writing across levels; this study, then, extends the analysis to consider the comparative use of these markers across genres. The findings show two stance expectations persistent across genres as well as significant distinctions between argumentative and explanatory writing vis-à-vis stance markers that intensify and contrast. The findings thus point to important considerations for instruction, assignment design, and future research.

scholarly journals How to create and develop writing centres

2020 ◽  
Author(s):  
Ingrid Galtung ◽  
Cathinka Dahl Hambro ◽  
Solveig Kavli
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Process ◽  
Academic Staff ◽  
Writing Development ◽  
Learning Activities ◽  
Daily Work ◽  
Strategic Plans ◽  
Good Writing ◽  
The Way

This roundtable addresses how three Norwegian writing centres – in different stages of their establishment and settled within different constitutional frames – handle staff policy and aims to facilitate academic writing to their main users; students and PhD candidates. We will structure the discussion around four main themes that we juggle in our daily work:  Using strategic plans to promote academic writing development and student throughput Co-creating learning activities with and for MA students Keeping up with the Library and Faculty Strengthening and further developing academic writing in Higher Education Attendees at the roundtable will be invited to discuss and participate in a dialogue on the way in which writing centres can improve the students’ and PhD candidates’ writing process; why we find teaching and preaching academic writing to be an important skill, and how we can co-create learning activities in libraries and writing centres with academic staff and students. We will also discuss the issue of legitimacy, and  what it takes to move writing centre activities from the periphery to the centre of the institution and its pedagogical mission. The audience will leave with ideas and inspirations on how to facilitate and build good writing centres in collaboration between staff, librarians and experienced students.

scholarly journals A Case Study of Academic Writing Development Through Principled Versus Standard Clt Method at Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 845
Author(s):  
Almodad Biduk Asmani
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Writing Development ◽  
Control Group ◽  
Research Project ◽  
Verbal Data ◽  
And Control ◽  
Experimental Group

The purpose of the research project is to investigate how far the academic writing skills of Binus University students can be developed through two conflicting CLT methods: standard and principled. The research project is expected to result in computer-animated format which can be used as one of the main tools in teaching and learning grammar at Binus University. The research project uses the qualitative approach, and thus uses verbal data. The research project involves two subject groups (experimental and control). The experimental group will receive the treatment of grammar learning by using the Principled CLT approach, while the control group receives the standard CLT approach. Survey is then conducted to the two groups so as to find out their comments on the two teaching methods. From the results of the questionnaires, it is found that Principled CLT method is favored for its knowledge and accuracy factors, while the Standard CLT is preferred for its fun and independence factors.   

scholarly journals Randomness and chance as writing methodology: Is there a case for Dada in the academic essay?

2021 ◽  
Vol 14 (1) ◽  
pp. 79-106 ◽  
Author(s):  
Michael Eden
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Process ◽  
Writing Development ◽  
Potential Use

This article attempts to first speculate and then demonstrate how Dada methods can be used by creative practitioners or writers in general within an academic essay. In particular, the inclusion of randomness and chance is examined in the writing process with a view to foreground materiality in writing development and execution. Methods to make use of chance and to randomize text are outlined and the distinction between randomness and chance is clearly drawn. Antecedents to Dada and to the cut-up techniques that form the focus of the method outlined here are examined and offer context for the development of an embodied and empowered approach to challenges encountered around academic writing. Furthermore, contemporary scholarship that reflects on writing in higher education is drawn on to highlight the article’s primary purpose; that being to offer a background, explanation and useful methodology for the inclusion of randomness and chance which addresses the institutional demands encountered by students. The article draws on work created and discussed at a workshop that took place at Central St Martins in 2019, called ‘Breaking Into and Out of Academic Writing’. This workshop included various students from University of Arts London experimenting with the cut-up techniques and discussing their potential use in writing.

Mixing metaphors for academic writing development

2016 ◽  
pp. 144-160
Author(s):  
Christina Howell-Richardson ◽  
Lisa Ganobcsik-Williams
Keyword(s):  
Academic Writing ◽  
Writing Development

A Corpus-based Analysis of Phrasal Complexity across Different Sections of Research Articles in two Academic Disciplines

2020 ◽  
Author(s):  
Rajab Esfandiari ◽  
Mohammad Ahmadi
Keyword(s):  
Noun Phrase ◽  
Academic Writing ◽  
Clinical Medicine ◽  
Applied Linguistics ◽  
Writing Development ◽  
Academic Disciplines ◽  
Research Articles ◽  
Distributional Pattern ◽  
Complexity Measures ◽  
Leading Journals

Abstract Complexity measures in academic writing have experienced a shift from clausal to phrasal indices in recent years. Drawing on a subset of Biber et al. (2011) hypothesized stages of writing development, we explored phrasal complexity across sections of research articles (RAs) in applied linguistics and clinical medicine. A 389,332-word corpus consisting of 80 randomly selected RAs from leading journals in applied linguistics and clinical medicine was compiled for the purposes of the present study. One-way analysis of variance (ANOVA) and independent-samples t-test, as implemented in SPSS (version 25), were employed to find differences across the RA sections and between two groups of academic writers. The findings indicated that RAs in clinical medicine relied more heavily on noun phrase modifiers in all sections than those in applied linguistics, suggesting that the distributional pattern of these linguistic expressions is discipline-independent. The implications of the findings are also discussed.

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