Prioritizing the Social in Academic Writing

Author(s):  
Gay Wilgus
Keyword(s):  
Author(s):  
Felicitas Macgilchrist ◽  
Katrin Girgensohn

This article outlines the coming of age of writing pedagogy in German institutions of higher education and explores the role of the ‘Hausarbeit’ in contemporary universities. Traditionally, the 6,000-12,000 word Hausarbeit was the mainstay of academic writing in all university courses in the social sciences and humanities in Germany. This assignment was tied into dominant discourse (‘Humboldt discourse’) in which the main point of higher education was to cultivate future independent scholars. Since 1999, the increasing predominance of ‘Bologna discourse’ has led to the radical restructuring of higher education across Europe. This discourse emphasizes internationalization, transferable skills and key competencies, i.e. the point of higher education is not primarily to cultivate independent scholars but flexible, creative and enterprising future professionals. With indications that the Hausarbeit could disappear in the Bologna process, we argue not only that it can be saved but also that it has a significant role to play in developing the new competencies. This will only happen, however, if students receive institutional writing support, and if writing curricula in Germany rise to the new challenges.Key words: writing centres, discourse, Bologna reforms, writing pedagogy, Hausarbeit


2020 ◽  
Vol 9 (2) ◽  
pp. 283-301
Author(s):  
Ali Khadivar ◽  
Mahmoud Samaie ◽  
Moussa Ahmadian

Abstract The research articles(RAs) as the dominant genre of academic writing can be accounted as the sites of reproduction of unequal power relations and dominance. Through critical discourse analysis of epistemological and ontological underpinnings and subsequently methodological aims and values of positivist paradigm as social structures, this article aims to foreground power and ideology stricken latent aspects of empiricist RAs. Research as a social practice mediates between the social structures and the RAs as social events. Textual analysis of practical arguments presented mostly in the pedagogical implications part revealed that the scientific world views manifest themselves as the premises of these arguments. The premises can provide reasons for actions (Searle’s,2010, social ontology theory). The reasons can signify the empiricist interests as the global concerns. They exclude the rival paradigms or ways of understanding the world. These world views maintain the dominance of Western societies on global academic and social discourses.


2015 ◽  
Vol 35 ◽  
pp. 140-159 ◽  
Author(s):  
Paul Kei Matsuda

ABSTRACTThis article provides an overview of theoretical and research issues in the study of writer identity in written discourse. First, a historical overview explores how identity has been conceived, studied, and taught, followed by a discussion of how writer identity has been conceptualized. Next, three major orientations toward writer identity show how the focus of analysis has shifted from the individual to the social conventions and how it has been moving toward an equilibrium, in which the negotiation of individual and social perspectives is recognized. The next two sections discuss two of the key developments—identity in academic writing and the assessment of writer identity. The article concludes with a brief discussion of the implications and future directions for teaching and researching identity in written discourse.


2018 ◽  
Vol 15 (1) ◽  
pp. 413
Author(s):  
Erdoğan Bada ◽  
Ömer Gökhan Ulum

By its nature, AW represents adversity compared to other types of writing. It owns the characteristics of more notable patterns and language usage compared to other writing styles such as literary works, news, etc. Without discriminating the language used, this kind of writing generally bears similarities across languages due to the description and representation of scientific concepts. Therefore, there stands a must that objectivity is observed in AW as much as possible.  In terms of language usage, diverse structures may be seen to be used in varied frequencies. Within this study, articles written in English and published in scientific journals covered by high ranking field indices such as Social Sciences Citation Index, Science Citation Index/Health Sciences Library, and American-Eurasian Network for Scientific Information were perused depending on their related fields classified as the Social Sciences, Natural and Applied Sciences, and Health Sciences, and then active/passive dispersion of these articles was identified through descriptive content analysis. The results suggest that active structure usage (61%) in overall analysis outnumbered that of passive (39%); the decline in its utilization depending on fields is rather significant, in that while the gap between active (74%) and passive (26%) usage in Social Sciences is rather wide in favor of active construction, we can observe a significant narrowing of the divide in Natural and Applied Sciences (60% active, 40% passive), and Health Sciences (51% active, 49% passive). The findings of this descriptive study may contribute to prospective research carried out in the specified fields in AW.


2021 ◽  
Author(s):  
◽  
Emelihter S. Kihleng

<p>This thesis perpetuates a legacy of menginpehn lien Pohnpei (the handiwork of Pohnpeian women) through a poetic ethnography of urohs, Pohnpeian appliquéd and machine embroidered skirts. I trace the “social life” of these valuable textiles and their relationships to the women who make, sell, wear, gift and love them on two Micronesian islands, Pohnpei, Federated States of Micronesia (FSM), and the U.S. Territory of Guam where there is a small Pohnpeian migrant community. As a lien Pohnpei poet, this reflexive multi-sited research project is rooted in an “oceanic imaginary.” It is indigenously framed within the scholarship and creativity of Pacific Studies and critical ethnography that responds to the creative, which is so important to urohs and the lives of Pohnpeian women. I explore a genealogy and evolution of women’s nting (writing) from pelipel, tattoos, that marked Pohnpeian bodies to cloth production, including dohr, likoutei (wraparounds), as well as contemporary urohs, to my poetry, another kind of dynamic, textual and textured “writing.”  Pacific Literature evolved from the visual, and in Pohnpei this included various forms of menginpehn lih, which this thesis seeks to continue through experimental ethnographic and poetic practice on the sensual textile art of urohs. Thus, it made sense not only to take photographs to “capture” these stunning textiles, but to visualize my thesis as an urohs—the central design or mwahi are my poems, essential to the making of an urohs kaselel (beautiful urohs), appliquéd or embroidered to the scholarly, academic writing or likou, the fabric, that forms the larger skirt, all sewn together with a misihn en deidei (sewing machine), the theory and methodology, on which this thesis runs. My seven months of ethnographic “homework” consisted of oral history interviews, koasoai (conversations), and time spent experiencing urohs with the women whose lives are so entangled in them. The voices of lien Pohnpei are privileged in this Pohnpei-centric study written bilingually in English and Pohnpeian to best reflect our worldviews and the skirts that often function as our “second skins,” threading us in complex ways to other lien Pohnpei at home and in our homes away from home, such as Guam.  Lastly, this thesis-skirt reveals what our urohs do for us as lien Pohnpei, how they create meaning in our lives, as opposed to having an essentialist “meaning”—urohs are an unacknowledged force in Pohnpei’s and FSM’s economy; these textiles are “women’s wealth,” dipwisou kesempwal (valuable goods) that give women power and agency within Pohnpeian culture, tiahk, and allow them to support their families; urohs are one of the most expressive ways for women today to display their identities as lien Pohnpei at home and in the diaspora. The poetry I write in response to these innovative, colorful textiles reflects the multilayered ways women articulate our relationships with urohs within the social fabric of Pohnpeian lives, which perpetuates our creativity through the labour of our “fine-hands” and minds.</p>


2015 ◽  
Vol 29 (5) ◽  
pp. 609-626 ◽  
Author(s):  
Felix Maringe ◽  
Jennifer Jenkins

Purpose – This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as facilitators, but as barriers to academic writing in the western context of universities. Design/methodology/approach – Developed broadly within an interpretive post-positivistic paradigm, the study utilised Harré and van Lagenhove, 1999 Positioning theory and Goffman’s theory of Stigma to interrogate accounts of 12 students from the two schools in a year-long project involving three focus group discussions, questionnaire responses and personal reflective summaries by the students. Findings – The paper highlights the notions of stigma associated with their foreign writing conventions and how students experience tensions and apprehensions about their ability as they painfully negotiate the new academic writing conventions of the institution. International students position themselves as vulnerable outsiders working within an ill-defined but highly valued language environment. Research limitations/implications – The research is limited to the extent that it utilises a very small number of students as its key source of evidence. However, the study was not aimed at providing generalisation as much as it sought to explore issues associated with the use of language by international studying in UK universities. Practical implications – The study has practical implications for the professionals in HE to develop clear guidelines about what constitutes good English and to provide greater support to international students who see themselves as vulnerable outsiders in an environment which marginalises their linguistic and cultural identities. Social implications – The study has implications for the social, cultural, and academic integration of international students in HE institutions. Originality/value – The paper signals a need for diverse writing frameworks which seek to promote rather than silence and marginalise potentially rich sources of knowledge and understanding in an increasingly globalising world.


2015 ◽  
Vol 9 (1) ◽  
pp. 187-190 ◽  
Author(s):  
Ed Stetzer ◽  
Ryan P. Burge

While there have been many approaches to classifying religious traditions in the social sciences (see Hackett and Lindsay 2008), the most popular approach is the religious tradition classification scheme, which was most carefully systematized by Steensland et al. (2000). Their widely-embraced article argued that the most accurate typology of religiosity was to sort individuals into seven distinct groups: evangelical Protestant, mainline Protestant, black Protestant, Jewish, Catholic, other religious groups, and no religion. This approach has become popularly known as “reltrad” and its usage in academic writing is voluminous. A brief search of Google Scholar indicates that over 900 published articles and books utilized the reltrad framework. However, the implementation of this typology has never been fully and accurately operationalized.


2015 ◽  
Vol 12 (2) ◽  
pp. 15
Author(s):  
Lai Fong Lee ◽  
Sian Hoon Teoh ◽  
Geethanjali Narayanan ◽  
Yuen Fook Chan ◽  
Gurnam Kaur Sidhu

Writing strategies are deemed important to enable learners to write well in academic contexts in higher education. This study examined the writing strategies of English as Second Language (ESL) undergraduates in higher education to look into the type of writing strategies they use. The five categories of writing strategies focused on were rhetorical strategies, metacognitive strategies, cognitive strategies, communicative strategies, and social/affective strategies. The sample of this study comprised 40 students from the social science disciplines in a local public university. The instrument used to collect data was questionnaire. The results showed that the students used all five categories of writing strategies. However, metacognitive strategies, cognitive strategies as well as social/affective strategies were used slightly more compared to communicative strategies and rhetorical strategies. This study has implications for ESL student writers and instructors on writing strategies that can be used to facilitate academic writing. Keywords: writing strategies, undergraduates, writing


2018 ◽  
Vol 10 (2) ◽  
pp. 19
Author(s):  
Ebtisam Saleh Aluthman

This paper is a cross-disciplinary investigation of textual metadiscourse markers (TMDMs) in the British Academic Written English (BAWE) corpus. To this end, corpus analysis tools are utilized to investigate the density of each category of TMDMs and the distribution of these categories across BAWE academic divisions. The premise under the investigation in this study is that metadiscourse is a social interaction that facilitates knowledge communication between writers and their targeted readers. Within the framework of Hyland' s (2000, 2005) claim of disciplinary discourse, this study shows a correlational relation between the use and frequency of different TMDMs across academic disciplines. The quantitative results indicate that the use of transitions outnumbered all other TMDMs in the four BAWE academic divisions, accounting for almost 76.76% of the total occurrences of TMDMs. The results also indicate a greater tendency to use endophoric markers in the physical sciences whereas the social sciences and arts and humanities exhibit larger quantities of evidentials and code glosses. The results are interpreted in terms of the epistemological nature of the academic divisions as well as the target readership.


Author(s):  
Zarihan Samsudin ◽  
Zainon Shamsudin ◽  
Mohd. Faisal Mohd Arif

Objective - This experimental study seeks to ascertain whether Bandura's (1977) Social Learning Theory can be used to teach academic writing. Interpreted in terms of an approach to the teaching of writing, the theory suggests that students can learn to write a particular text by observing closely the structural as well as the linguistic features of that text. Methodology/Technique - By observing how the text is written, students obtain an idea of how it is formed, and on later occasions they can use this information as a guide to produce similar texts. The sample of this study consists of 100 students from College University Poly-Tech MARA, Kuala Lumpur. The study adopts a pre/post-assessment of the students' writing performances for three types of academic essays. T-tests were used to compare the results of the 3 pre-tests with the results of the 3 post-tests which were administered to the participants after they underwent each of the 3 treatment sessions. Findings - The study reveals that the Social Learning Theory speaks the truth about the human natural learning process. Thus, this implies that this potent theory be used in designing varying approaches to teaching students the skills to write academic texts. Novelty - The study suggests that observational learning of sample texts provides students with guidance on how to improve their writing as it makes them aware of the different ways texts are organized for different communicative purposes, thereby promoting their confidence and positive attitude towards writing. Type of Paper - Empirical Keywords: Academic Writing; Social Learning Theory; Observational Learning; Analyzing; Emulating; Model Text.


Sign in / Sign up

Export Citation Format

Share Document