scholarly journals Demystifying academic writing: Genres, moves, Skills and strategies, Zhihui Fang. Routledge, New York, NY (2021). xiii+270 pp

System ◽  
2021 ◽  
pp. 102696
Author(s):  
Ruijie Zhang
Keyword(s):  
New York ◽  
Academic Writing ◽  
Writing Genres

scholarly journals EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

2019 ◽  
Vol 29 ◽  
Author(s):  
Amanda Goldrick-Jones ◽  
Daniel Chang
Keyword(s):  
Academic Writing ◽  
Safe Space ◽  
Student Writing ◽  
Roundtable Discussion ◽  
Peer Tutors ◽  
Writing Genres ◽  
Language Membership ◽  
Pedagogical Approaches

Writing centres offer a safe space for writers, including English-as-additional-language (EAL) students, to negotiate meaning and become more <luent with academic writing genres. However, a disconnect still exists between the writer-centred principles that inform WC tutoring practice and the pervasive myth that writing centres repair “broken” writing. An analysis of data from a writing centre’s client reports, as well as peer tutors’ comments and student writing samples, indicates that a student’s language membership does not predict types of writing challenges or errors. This <inding inspired a roundtable discussion about pedagogical approaches that not only empower EAL students but help writing centres resist the “broken writer” myth.

scholarly journals The Rhetoric of Twitter in Terms of the Aristotelian Appeals (Logos, Ethos, and Pathos) in ESL/EFL Educational Settings

2020 ◽  
Vol 13 (5) ◽  
pp. 115
Author(s):  
Ahdab Saaty
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Research Question ◽  
Empirical Studies ◽  
Future Research ◽  
Educational Settings ◽  
Current State ◽  
Writing Genres ◽  
Twitter Users ◽  
State Of Research

The article argues that the Aristotelian appeals (logos, ethos, and pathos) can be taught through the use of Twitter as an educational tool to build connections between everyday informal writing on social media and academic writing. It highlights the utilization of Twitter in English second/foreign language (ESL/EFL) educational settings for supporting learners&rsquo; rhetorical awareness and understanding of different writing genres. The main purpose of this article is to provide pedagogical implications and future research potentials on the use of Twitter in ESL/EFL educational settings. The Aristotelian appeals are discussed as the framework for the analysis of Twitter&rsquo;s content in ESL/EFL educational contexts. In this regard, this research question is addressed: How can Twitter serve as a tool for teaching the fundamentals of writing competency in terms of the Aristotelian appeals (logos, ethos, and pathos) in ESL/EFL educational settings? To explore the current state of research and inform future studies, the researcher reviews selected academic articles on the use of Twitter in ESL/EFL language classes. All articles were accessed using Google Scholar, ERIC, and ProQuest databases. The researcher examines empirical studies published in peer-reviewed journals as well as non-empirical studies. This article addresses Twitter users&rsquo; constructions of logos, ethos, and pathos, and presents some of the accessible characteristics of Twitter. Also, it briefly provides pedagogical implications of understanding the Aristotelian appeals through Twitter in ESL/EFL educational contexts that can support the teaching and learning processes. Lastly, the researcher proposes potential research directions for Twitter use in ESL/EFL educational settings.

scholarly journals Analysing ESL Persuasive Essay Writing Using Toulmin’s Model of Argument

2021 ◽  
Vol 58 (1) ◽  
pp. 1810-1821
Author(s):  
Wan Hurani Osman, Junaidah Januin
Keyword(s):  
Academic Writing ◽  
Persuasive Writing ◽  
Writing Teachers ◽  
Linguistic Structure ◽  
Essay Writing ◽  
Persuasive Essays ◽  
Writing Genres ◽  
The Common ◽  
Linguistic Structures ◽  
Toulmin’S Model

In Malaysian universities, writing in English is taught in several settings: writing for general purposes, writing for academic purposes and writing for specific purposes. Writing in these settings allows learners to learn to write in different genres, such as research, reports, and persuasive writing genres. One of the standard genres is persuasive because it is used to convince readers of what is researched or reported. To be competent in persuading or arguing, using the appropriate rhetorical and linguistic structure is crucial. The appropriate rhetorical and linguistic elements will help to achieve the writers' objective and intention. This paper will examine rhetorical and linguistic structures used by the ESL writers in producing a persuasive essay. Fifteen persuasive essays written by tertiary learners were analysed in this study. The researchers employed Stephen Toulmin's Model of argument (1969) as the tool of analysis in identifying the rhetorical and linguistic structures realised in the students' essays. The analysis outcome indicates that the 15 ESL writers under investigation comply with Toulmin's model except for the rebuttal stage, which was not visible in the essays. The findings will explain the common and uncommon rhetorical and linguistic elements used based on the model that Toulmin has developed. The implications from the findings are twofold; first, academic writing teachers can focus on the necessary elements to produce competent persuasive ESL writers, and secondly, textbook developers may produce their books based on the findings drawn from this study.

scholarly journals Reading and writing

2004 ◽  
Vol 37 (2) ◽  
pp. 127-131
Keyword(s):  
New York ◽  
Hong Kong ◽  
New Zealand ◽  
Foreign Language ◽  
Academic Writing ◽  
Language Awareness ◽  
Language And Literacy ◽  
Reading Research ◽  
Language And Education

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: [email protected]). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: [email protected]). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: [email protected]). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: [email protected]). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: [email protected]). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: [email protected]). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: [email protected]). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: [email protected]). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: [email protected]) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: [email protected]). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: [email protected]). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.

An Investigation of Taiwanese Doctoral Students’ Academic Writing at a U.S. University

2016 ◽  
Vol 1 (2) ◽  
pp. 47 ◽  
Author(s):  
Li-hua Chou
Keyword(s):  
New York ◽  
Doctoral Students ◽  
Academic Writing ◽  
Task Analysis ◽  
New York State ◽  
The United States ◽  
Doctoral Dissertation ◽  
York State ◽  
English Writing ◽  
Writing Instructors

The United States has always been the top choice of Taiwanese university students who want to study abroad.Consequently, English writing is especially vital for doctoral dissertation; insufficient research deals with academicwriting of such students, despite its importance to their success. This paper aims to fill the gap by analyzing thecourse syllabi as well as interviews with Ph.D. students at a university in New York State. Task analysis and verbalreports of these students yielded significant insights that may contribute to more effective guidance for bothacademic writing instructors and curriculum developers in Taiwan.

scholarly journals Developing Students’ Writing through Scaffolding Techniques in a Workshop Forum

2019 ◽  
Vol 10 (5) ◽  
pp. 963
Author(s):  
Gihan Sidky
Keyword(s):  
Data Analysis ◽  
High School Teachers ◽  
Academic Writing ◽  
Writing Assessment ◽  
Writing Skills ◽  
School Teachers ◽  
Writing Assignments ◽  
Essay Writing ◽  
Secondary Stage ◽  
Writing Genres

This study aimed at enhancing students’ essay writing skills at the secondary stage through scaffolding techniques in a workshop forum. The participants of the study were 40 students at the first secondary stage in a governmental language school. Qualitative methods were used in data analysis; a sample of students’ writings was analyzed in light of the academic writing assessment criteria (Rose et al. 2008).  A pre-posttest was administered to highlight progress in students’ writing in the three genres. Scaffolding techniques proved to be effective in improving students’ writing skills, specifically in the selected writing genres the study focused on which was evident in their second and third drafts. Interviews with high school teachers of English emphasized students need for innovative scaffolding techniques to help them develop as efficient writers. The workshop forum encouraged students to work together as one team and to express their ideas fluently to excel in their writing assignments. Having an authentic reason for writing motivated them to do research and to refine their writing to be good enough to share with others.

scholarly journals EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES

2017 ◽  
Vol 7 (1) ◽  
pp. 72 ◽  
Author(s):  
Aunurrahman Aunurrahman ◽  
Fuad Abdul Hamied Hamied ◽  
Emi Emilia
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Text Analysis ◽  
Private University ◽  
First Year ◽  
Writing Achievement ◽  
Linguistic Features ◽  
West Kalimantan ◽  
Writing Genres ◽  
Efl Students

For tertiary English as a Foreign Language (EFL) students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014). The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.

Sign in / Sign up

Export Citation Format

Share Document