scholarly journals Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Jennifer Cutri ◽  
Amarpreet Abraham ◽  
Yeni Karlina ◽  
Sweta Vijaykumar Patel ◽  
Mehdi Moharami ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Academic Integrity ◽  
Academic Literacy ◽  
Academic Misconduct ◽  
Literacy Skills ◽  
Academic Skill ◽  
Doctoral Level ◽  
Imposter Phenomenon ◽  
Supervisory Practices

AbstractThis conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

scholarly journals Entering a Community of Writers: The Writing Center, Doctoral Students, and Going Public with Scholarly Writing

2019 ◽  
Author(s):  
Sara Fry ◽  
Melissa Keith ◽  
Jennifer Gardner ◽  
Amanda Bremner Gilbert ◽  
Amanda Carmona ◽  
...  
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Academic Writing ◽  
Writing Center ◽  
Methods Course ◽  
Critical Examination ◽  
Research Approach ◽  
Going Public ◽  
Doctoral Level ◽  
Systematic Effort

In addition to taking advanced courses, graduate students navigate a potentially challenging transition of learning to write for publication. We, the authors, explored solutions to this transition with a study designed to explore the research questions: How does a systematic effort to help doctoral students enter a community of writers via writing center collaboration influence doctoral students’: (1) proficiency with academic writing, (2) writing apprehension, (3) self-efficacy as writers, and (4) comfort with “going public” with their writing? We used a collaborative, multi-layered self-study research approach because it allowed us to focus on critical examination of teaching practices that are of interest to the practitioner/researcher and to the greater educational community. Authors/participants include the co-director of a university Writing Center; two professors of a doctoral-level qualitative research methods course; four doctoral students who participated in a series of writing center collaborations; and one master’s student who served as a writing center consultant. These four perspectives provide unique insights into how writing center collaborations supported graduate students in developing their writing proficiency and efficacy, helping to initiate them into a community of writers who “go public” with their scholarship.

Writing Feedback Groups in International EAL Doctoral Students' Development as Scholarly Writers

2021 ◽  
pp. 169-191
Author(s):  
Tracy Griffin Spies
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Academic Community ◽  
Academically Successful ◽  
Scholarly Writing ◽  
Feedback Group ◽  
Doctoral Level ◽  
Language Research ◽  
Linguistic Demand ◽  
Writing Feedback

For many international doctoral students, English is an additional language (EAL), and consequently, scholarly writing in English is a source of academic anxiety. Although international English as an additional language (IEAL) students often have professional experience in their field of study and have been academically successful, the shift in linguistic demand at the doctoral level is especially challenging. Learning to communicate as a member of the academic community requires the development of discipline specific knowledge, rhetorical conventions, and discourse registers which precisely communicate complex ideas in their nonnative language. Research evidence points to the importance of social support and feedback in international/EAL doctoral students' socialization into scholarly writing. This chapter outlines the implementation of a writing feedback group with four IEAL doctoral students and their developing scholarly habits of mind and academic writing skills.

scholarly journals Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses

2011 ◽  
Vol 8 (1) ◽  
pp. 70-80
Author(s):  
Cathy Gunn ◽  
◽  
Shari Hearne ◽  
Julie Sibthorpe ◽  
◽  
...  
Keyword(s):  
Information Literacy ◽  
Success Factors ◽  
Academic Literacy ◽  
Integrated Approach ◽  
Literacy Skills ◽  
First Year ◽  
Academic Skill ◽  
Business Courses ◽  
Design Concepts ◽  
Online Tutorials

This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill - information literacy - into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for different subjects and assessment tasks. Feedback from trials suggests that significant gains can be made using this embedded approach. Theoretical grounding of design concepts, integration into course activities and collaboration between course lecturers and academic support staff are all key success factors. The authors propose that this integrated approach is the most effective way to promote academic literacy skills development in large university classes, and that the learning design principles used in this case for Information Literacy could work equally well in other academic skill areas. Further research will be conducted to test this assumption.

Word knowledge in academic literacy skills among collegiate ESL learners

2019 ◽  
Vol 10 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Haomin Zhang ◽  
Winfred Wenhui Xuan
Keyword(s):  
Academic Writing ◽  
Academic Literacy ◽  
Word Meaning ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
College Level ◽  
Esl Learners ◽  
The Relationship

AbstractThe study probed into the relationship between word knowledge and academic literacy skills in college-level English as a second language (ESL) learners. Morphological awareness and vocabulary knowledge were included in the word knowledge measures. In addition, reading comprehension and academic writing were the outcome variables. Using the data from 118 ESL students in Hong Kong, we found that both morphological awareness and vocabulary knowledge contributed to academic literacy skills. More important, direct and indirect effects of word knowledge on academic literacy skills were tested to provide insight into how two facets of word knowledge interact in shaping academic literacy acquisition. The results demonstrated that vocabulary knowledge mediated the relationship between morphological awareness and academic literacy skills. The study suggests that morphological sensitivity could enhance word meaning extraction and local meaning construction, which subsequently facilitates academic literacy skills.

scholarly journals Material Design for Teaching Citations Skills in Scientific Writing

2021 ◽  
Vol 8 (1) ◽  
pp. 19-34
Author(s):  
Kobra Mansourizadeh ◽  
Ummul K. Ahmad
Keyword(s):  
Academic Writing ◽  
Knowledge Construction ◽  
Academic Literacy ◽  
Material Design ◽  
Literacy Skills ◽  
Short Term ◽  
Writing Workshops ◽  
Writing Courses ◽  
Scientific Disciplines ◽  
Research Findings

Citations are important rhetorical devices that when properly and strategically employed, allow writers to promote their current research findings persuasively and efficiently. As knowledge construction is progressive and cumulative, specifically in scientific disciplines, it is evident that acquiring skills for adequate and effective application of citations is essential for success. Scientific writers are required to possess advanced academic literacy skills in order to ably position their study within the framework of existing knowledge, and strategically employ citations to advance the acceptability of their research findings. This paper endeavors to propose materials for teaching the rhetorical functions of citations in advanced academic writing courses. The tasks are designed specifically to raise students’ awareness of citation norms, especially in their own specific disciplines. Since the practice of citing the work of others ethically is highly challenging for emerging research writers, materials suggested in this paper can be beneficial to instructors who are involved in developing advanced discipline-specific writing courses, or short-term academic writing workshops.

Akademiese taalvermoë en nagraadse studie – ’n gevallestudie

2021 ◽  
Vol 54 (2) ◽  
pp. 139-163
Author(s):  
Tobie Van Dyk ◽  
Henk Louw ◽  
Marlies Taljard ◽  
Elsa Meihuizen
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
Best Practice ◽  
Mother Tongue ◽  
Academic Literacy ◽  
Postgraduate Students ◽  
Doctoral Level ◽  
Academic Texts ◽  
Performance Requirements ◽  
Context Specific

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.

scholarly journals Understanding Supervisory Practices: Commonalities and Differences in Ways of Working with Doctoral Writers

2020 ◽  
Vol 30 ◽  
pp. 1-18
Author(s):  
Rachael Cayley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Peer Mentoring ◽  
Clear Understanding ◽  
Supervisory Support ◽  
Crucial Aspect ◽  
Lack Of Information ◽  
Doctoral Writing ◽  
Supervisory Practices ◽  
Insight Into

Thesis supervision is a crucial aspect of the doctoral writing experience. While scholarly attention to both doctoral writing and supervisory dynamics is increasing, supervisory support of doctoral students as novice academic writers is still an under-investigated topic. Not having a clear understanding of the way supervisors treat writing gives insufficient insight into a crucial aspect of the doctoral experience. To counter this lack of information about supervision as it pertains to writing, I conducted interviews with seven supervisors who were identified by their doctoral students as a good supervisor of writing. In this paper, I will discuss the practices that unified and those that distinguished these supervisors in their role as supporters of doctoral writing. The supervisors interviewed expressed similar ideas in three areas: reflexivity about academic writing; awareness of variability among doctoral writers; and acceptance of the profound challenges facing doctoral writers. In three other key areas, the supervisors expressed significant differences: attitudes towards the appropriate degree of supervisory support; commitment to writing support as professional development; and facilitation of peer mentoring. These patterns of commonality and difference suggest that good supervisory writing support may allow for significant variations while still drawing upon crucial shared precepts.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

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