T2:Recursiviteit En Taakgerichtheid

2004 ◽  
Vol 72 ◽  
pp. 47-53 ◽  
Author(s):  
Atie Blok-Boas ◽  
Elisabetta Materassi
Keyword(s):  
Peer Review ◽  
Academic Writing ◽  
Language Skills ◽  
Writing Process ◽  
Argumentative Texts ◽  
The University

In this article, we discuss a course in academic writing for third-year students of Italian L2 at the university of Amsterdam. During the course, the students produce five argumentative texts. These texts are the end product of a series of tasks which cover the various stages of the writing process. Each task is subject to feedback. Feedback is given in different ways, but peer-peer review is an important feature of this course. The repetition of the writing process and the cooperation and interaction in the performing of the tasks enhance the students' awareness of the argumentative and formal aspects of writing and of their own language skills.

scholarly journals Strategies for Overcoming University Researchers’ Writer’s Block

2020 ◽  
Vol 29 (7) ◽  
pp. 80-88
Author(s):  
V. M. Evdash ◽  
N. N. Zhuravleva
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Positive Attitude ◽  
Word Association ◽  
Writing Process ◽  
Classroom Intervention ◽  
Writer's Block ◽  
Writer’S Block ◽  
The Individual ◽  
The University

This paper reveals the importance of overcoming writer’s block for university researchers as second language writers. The idea and materials for the paper come from the experience of the Center for Academic Writing “Impulse” at the University of Tyumen, Russia. The target audience of the Center is the university faculty and researchers who have a lack of time to immerse in the writing process, rather they mainly want to obtain an immediate tangible result. However, our research shows that they often get frustrated by their inability to complete their writing piece because they get stuck at different stages of the writing process. For example, some people find it difficult to finish their papers, or others fade away in the middle, but the main problem is to start writing. Thus, they face writer’s block which can be referred to moderate blockage. To overcome the block, we offer the researchers a variety of activities during courses and special projects. This paper describes two strategies: classroom intervention including mainly pre-writing activities, such as freewriting, looping, word association, aimed to overcome the fear of a white page, and individualized intervention based on the project entitled “Drop in & Reboot your Writing”. The project comprised 10-20 weekly individual meetings lasting for 30 minutes and aiming at dealing with a particular writing issue. The individual approach to each participant led to a better understanding of the causes of writer’s block and finding the cures. These strategies aim to develop researchers’ positive attitude to writing, to enable them to boost their awareness of the writing process in receiving the desired results, and build confidence as second language writers.

scholarly journals Tech-Rich Instruction: Raising Students’ Awareness against Plagiarism in Academic Writing

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Zaini Rohmad ◽  
Dewi Sri Wahyuni
Keyword(s):  
Academic Writing ◽  
Teaching Method ◽  
Language Skills ◽  
Traditional Teaching ◽  
Teaching With Technology ◽  
Level Of Education ◽  
Writing Class ◽  
Rich Instruction ◽  
The University ◽  
Academic Year

Plagiarism is an intolerant action in the circumstances of education; it is stealing or cheating any papers, ideas, and things related to someone’s works. This is a harmful offence with academic, professional, legal, and monetary consequences when someone is proved as a plagiarist. Students can be expelled from the class when they cheat colleagues’ works; the worst is that the university can retract their certificate of graduation when their manuscripts are investigated and proved as result of copying other works. Regarding to its danger, pla-giarism has to be avoided trough establishing curriculum in higher level of education. Teacher and lecturer should provide their lessons, especially in language skills, with awareness of the plagiarism danger to the students. A skill of language that most easily susceptible and detected in plagiarism is writing. Since writing is not a gift skill as listening, students need to learn how to write properly. Simply, when they are not able to rewrite someone’s statements with their own wording, students are doing plagiarism. This article reporting at a descriptive qualitative research aimed at describing the teaching method to raise students’ awareness toward the danger of plagiarism which is applied by a lecturer in Academic Writing Class of EED - UNS for the academic year 2016. She believes that when the students have awareness in the risks or consequences of plagiarism, they will act for not doing plagiarism in their works. She supports her conventional way of teach-ing with technology of plagiarism checker. The method of enrichment traditional teaching with technology is known as Tech-Rich Instruction (not blended learning). This Tech-Rich Instruction she applied is successful-ly raising her students’ awareness in the danger of plagiarism and leads to the efforts of avoiding plagiarism in academic writing.

scholarly journals (Re)telling Stories of Middle School Student-Led Bands: How One Music Teacher Becomes a Narrative Researcher

2019 ◽  
Vol 8 (1-2) ◽  
Author(s):  
Stephanie Cronenberg
Keyword(s):  
Middle School ◽  
Peer Review ◽  
Academic Writing ◽  
Writing Process ◽  
Middle School Student ◽  
Music Teacher ◽  
Music Students ◽  
Inquiry Process ◽  
Scholarly Publications ◽  
School Music

Finely polished prose and clean analysis is abundant in scholarly publications. Yet the academic writing process of drafts, peer review, and revisions that lead to these polished papers is one of trials, triumphs, discovery, and self-doubt rarely revealed to new scholars. This paper is one attempt to demystify the writing as inquiry process through the lens of narrative inquiry. Using three drafts of the same researched text, this paper tells the story of twin journeys: my journey from music teacher to narrative researcher and my middle school music students’ journeys through a student-led curricular unit.

scholarly journals Der wissenschaftliche Artikel in der germanistischen Linguistik als Modell für den Unterricht wissenschaftlichen Schreibens: Ergebnisse einer Pilotstudie

2016 ◽  
Vol 76 (2) ◽  
Author(s):  
Birgit Huemer
Keyword(s):  
Academic Writing ◽  
Research Method ◽  
Writing Process ◽  
Research Question ◽  
Research Articles ◽  
Disciplinary Writing ◽  
The Core ◽  
Research Article ◽  
Alternative Approach ◽  
The University

Similar structures in research articles of different disciplines indicate that the research article can be qualified as a genre across disciplinary borders. In spite of these structural similarities, which are constitutive for a genre, there are linguistic varieties that can be found in research articles of several disciplines relevant to be pointed out when teaching academic writing at the university. Little research has been conducted so far on linguistic varieties within subcategories of a discipline, because it is assumed that linguistic varieties within the genre research article are discipline-specific and therefore can only be found across disciplines. This article will present the results of a pilot study in which linguistic varieties within the discipline German linguistics have been researched. 14 introductions to research articles within this field have been selected in order to analyse their macro structure in detail. The data has been taken from a high rated journal in the field of German linguistics called Zeitschrift für germanistische Linguistik (ZGL 2014) in which the most important articles that have been published in the year before are promoted. The study shows that the macro structure of the research articles’ introductions are essentially determined by the research question and the research method, which vary within this discipline. This result is particularly relevant for the teaching of academic writing, because it offers an alternative approach to support the writing process oriented towards the core of every research: which is to formulate a research question and to choose an appropriate method rather than to strictly follow assumed disciplinary writing norms.

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

scholarly journals Get a Room! How Writing Groups Aid the Development of Junior Academics’ Writing Practice and Writer Identity

2020 ◽  
Vol 10 (1) ◽  
pp. 59-74
Author(s):  
Jenny Mattsson ◽  
Emma-Karin Brandin ◽  
Ann-Kristin Hult
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Structured Interview ◽  
Writing Groups ◽  
Writer Identity ◽  
Main Research ◽  
Writing Group ◽  
Key Characteristics ◽  
The University ◽  
Writing Practice

The present study revisits writing retreat participants who have spontaneously formed writing groups before or after attending a retreat hosted by the Unit for Academic Language at the University of Gothenburg, Sweden. All in all, 11 doctoral students and 1 post doc were interviewed using a semi-structured interview model. The answers were thematically analysed based on Murray’s (2014) concept of coherence in writing groups as well as parts of Aitchison and Lee’s (2006) key characteristics of writing groups. The two main research questions posed concern (i) whether the informants have changed their writing practice and/or the way they think and feel about writing since joining a writing group, and (ii) whether possible changes have aided the development of their identity as academic writers. Results show that the informants have indeed changed central aspects of their writing practice and that this in turn has positively influenced how they now think and feel about writing. This has to some extent contributed to the informants’ development of their writer identity; however, the present study also sheds light on the fact that more needs to be done at departmental levels across the university to make academic writing visible.

scholarly journals Preface

2021 ◽  
Vol 1193 (1) ◽  
pp. 011001
Keyword(s):  
Peer Review ◽  
Review Process ◽  
Materials Science ◽  
Peer Review Process ◽  
Science And Engineering ◽  
Engineering Society ◽  
Materials Science And Engineering ◽  
Ninth Edition ◽  
Manufacturing Engineering ◽  
The University

As the Chairman of the 9th edition of the Manufacturing Engineering Society International Conference (MESIC 2021) held in Gijόn (Spain) from 23 to 25 of June 2021, I have the honour to present the papers discussed at the conference by researchers and professionals from 18 different countries. This ninth edition was organized by the Manufacturing Engineering Area of the University of Oviedo on behalf of the Manufacturing Engineering Society (SIF). The conference was first held in Calatayud (Spain) in 2005, with the main objective of becoming a forum for the exchange of experiences between national and international researchers and professionals in the field of Manufacturing Engineering. The rest of the editions have been celebrated up to now with this same vocation. IOP Conference Series: Materials Science and Engineering (MSE) publishes here the 140 papers, organised according to the topics of the Conference, that were finally accepted for presentation at the MESIC 2021 after a rigorous peer review process. List of Committees Organizing Committee, Scientific Committee, Editors, Organizer, Promoter and Sponsors and this titles are available in this pdf.

scholarly journals The Access to and Use of ICT in Learning English: A Case of University Students

2021 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Cici Adeliani ◽  
Alamsyah Harahap ◽  
Dedi Sofyan ◽  
Ildi Kurniawan ◽  
Azhar Aziz Lubis
Keyword(s):  
English Language ◽  
English Education ◽  
Language Skills ◽  
Sampling Technique ◽  
Study Program ◽  
Sequential Mixed Methods ◽  
Education Study ◽  
The University ◽  
English Students ◽  
English Language Skills

This research aimed to find out the students’ access to ICT application and how far ICT application helps students in mastering English language skills faced by English students of English Education Study Program at the University of Bengkulu in the 2020/2021 academic year. This research was an explanatory sequential mixed methods design. The population of this research was English students of English Education Study Program at the University of Bengkulu. The sample of this research was selected by using purposive sampling technique, totaling 80 students for questionnaire and 24 students for interview. The data were collected by using questionnaire and interview. The instruments were consisted of 15 items adapted from Dang Hoang Tri and Nhung Hong Thi Nguyen (2014). This research used Microsoft Excel to analyze the data.  The result of this study showed that students access 15 ICT applications in English learning. Also, researcher found that the majority of students have positive perception towards ICT application can help students in mastering English language skills.

scholarly journals Using Rubrics in A University EFL Process Writing Program: An Exploratory Case Study

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yamin Qian
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
English Language ◽  
Writing Process ◽  
Writing Programs ◽  
Data Set ◽  
Writing Classes ◽  
Peer Reviews ◽  
Reflection Data ◽  
Student Cohorts

While rubrics have been widely recognized as an effective instructional tool for teachers to evaluate students’ writing products, fewer studies explored how students use it for their writing process in an EFL university academic writing classes. This study explores the application of process-oriented rubrics in two EFL writing programs, and investigates whether English language proficiency, motivation to writing, and their previous experiences with writing programs would significantly affect the use of the rubrics. The participants (N=190) were from two student cohorts, each of which had 95 participants. The data set includes students’ self-, peer- use and the instructor’s use of the rubrics, and students’ written reflection upon peer feedbacks. The data showed that the rubrics can guide students to practice a writing process, and that the 20-item rubric was statistically reliable.  The data of rubrics also showed that the participants were more critical on their peers’ writing, and the reflection data showed students’ awareness of revision strategies. The qualitative data seemed to suggest that peer reviews and reflections upon such reviews could enhance students' revision strategies. This article will conclude itself by providing some pedagogical suggestions in EFL contexts

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