7. Writing skills | ScienceGate

The purpose of this study is to investigate international postgraduate students’ perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students’ perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in language-related problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become self-directed in learning to write.

Download Full-text

Texte für verschiedene Zielgruppen mehrsprachig verfassen

Fachsprache ◽

10.24989/fs.v43i3-4.2005 ◽

2021 ◽

Vol 43 (3-4) ◽

pp. 155-174

Author(s):

Irina Barczaitis ◽

Ella Grieshammer

Keyword(s):

Academic Writing ◽

Writing Skills ◽

Writing Pedagogy ◽

Teaching Staff ◽

Student Body ◽

Writing Classes ◽

Multilingual Students ◽

European Universities ◽

Writing Tutoring ◽

The Way

Currently, European universities find themselves in processes of internationalisation. This internationalisation affects the internationality of the student body as well as teaching staff and researchers, the curricula, the way of organising study programmes and the level of academic writing. Writing pedagogy has to consider diverse parameters of (genre) expectations, writing traditions, scientific cultures, the multilingual background of the different players etc. and has to find ways to make students fit for academic writing in internationalised contexts, that is to help them develop multilingual academic writing skills. The International Writing Centre at Goettingen University has established a programme of workshops and writing tutoring named MultiConText that takes these factors into account. This paper explains this programme, and gives teachers of academic writing impulses on how to put into action a writing pedagogy that responds to the needs of multilingual students who write academically in an internationalised context. To illustrate this, three different tasks which foster multilingual academic writing skills will be presented with recommendations on how to implement them in writing classes.

Download Full-text

Using Parallel Texts to Teach Literary Appreciation and Academic Writing Skills of M.A. Students

Rupkatha Journal on Interdisciplinary Studies in Humanities ◽

10.21659/rupkatha.v12n6.10 ◽

2020 ◽

Vol 12 (6) ◽

Author(s):

Anand Mahanand ◽

Keyword(s):

Academic Writing ◽

Rural Areas ◽

First Language ◽

Writing Skills ◽

First Languages ◽

University Level ◽

Set Up ◽

The University ◽

Parallel Texts ◽

The Way

In this paper I would like to report a study I have undertaken to understand whether using parallel texts would be helpful in developing literary appreciation and writing skills of M.A students. I would like to report how I got the idea to use the parallel texts, the way I collected materials and taught them for literary appreciation and writing skills following a bilingual approach. I would also like to share the outcome of my study. A group of ten students participated in the study. The students not only developed in writing skills and literary appreciation but the use of a bilingual approach gave them a sense of pride and confidence that they could use the resources available in their first language in the class and for academic set up at the university level. They were able to write good academic essays with appropriate format and structure. It also prompted them to explore more on the resources they have in their first languages. The paper suggests that such a bilingual approach helps students from rural areas and non-English medium background and who initially experience handicap in their class to cope with their studies.

Download Full-text

11. Writing skills

Legal Skills ◽

10.1093/he/9780198831273.003.0011 ◽

2019 ◽

pp. 221-252

Author(s):

Emily Finch ◽

Stefan Fafinski

Keyword(s):

Writing Skills ◽

Legal Writing ◽

Practical Guidance ◽

The Way

This chapter outlines the elements of good written English with particular emphasis on the way that language is used in academic legal writing. It includes sections on language, grammar, and punctuation as well as practical guidance on matters such as selecting quotations and writing in a concise manner so as to keep within the word limit.

Download Full-text

‘Tutoring Is Not Proofreading’. Exploring the Perceptions of Writing Tutors at University Writing Centres, Saudi Arabia: An Exploratory Study

English Language Teaching ◽

10.5539/elt.v13n12p5 ◽

2020 ◽

Vol 13 (12) ◽

pp. 5

Author(s):

Rehab Alowayid

Keyword(s):

Saudi Arabia ◽

Academic Writing ◽

Academic Language ◽

Writing Skills ◽

Writing Proficiency ◽

Individual Interviews ◽

Writing Tutorials ◽

Interpretive Inquiry ◽

Writing Tutors

Academic discourse is highly complex and requires writers to follow specific writing conventions. Many Saudi university students have underdeveloped writing skills (Al-Khairy, 2013). One way to assist second language (L2) learners and develop their academic writing skills is through academic language support offered by writing centres. The challenge for writing centre tutors lies in the predominant belief among many L2 students that tutors’ only role is to fix students’ mistakes. Although there has been significant growth in writing centres in Saudi universities, the perceptions of writing tutors concerning tutoring non-native students are still under-researched. This study uses thematic analysis to explore the role of writing tutorials as perceived by writing centre tutors in Saudi settings. Data were obtained using an interpretive inquiry through individual interviews of two tutors. The main findings of the interviews were that tutors perceived proofreading requests, low writing proficiency of tutees and tutees’ understanding of tutors’ role as influencing their tutorial practices. The implementation of this study may help regulate the role of tutors in writing centres in Saudi universities by highlighting new avenues that can improve writing tutorials, especially in Saudi Arabia.

Download Full-text

The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme

Journal of University Teaching and Learning Practice ◽

10.53761/1.16.4.4 ◽

2019 ◽

Vol 16 (4) ◽

pp. 41-53

Author(s):

Jennifer Boyle ◽

◽

Scott Ramsay ◽

Andrew Struan ◽

◽

...

Keyword(s):

Academic Writing ◽

Academic Language ◽

Student Assessment ◽

Writing Skills ◽

Widening Participation ◽

Student Body ◽

Diverse Student Body ◽

Diverse Student ◽

Short Essay ◽

The Impact

Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiplechoice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.

Download Full-text

A review on the use of English language as an important factor in academic writing

WRITING SKILLS FOR ACADEMIC RESEARCH ◽

10.26524/royal.55.21 ◽

2021 ◽

pp. 367-381

Author(s):

VASAVI CHITHANURU

Keyword(s):

Academic Writing ◽

English Language ◽

Academic Language ◽

Writing Skills ◽

Present Situation ◽

International Mobility ◽

Research Papers ◽

Scholarly Journals ◽

Good Writing ◽

Young Researchers

Rao.et.al. (2018). In the present situation, English is one of the significant tools in academics. English as the global academic language facilitates the international mobility of young researchers. English has been the language of choice for many international scholarly journals. Academic writing is complex, formal, objective, explicit, hedged, and responsible. In most cases research papers are often rejected due to lack of good writing skills in English language and lack of using appropriate words/vocabulary or sentence structures.

Download Full-text

11. Writing skills

10.1093/he/9780192893642.003.0011 ◽

2021 ◽

pp. 236-266

Author(s):

Emily Finch ◽

Stefan Fafinski

Keyword(s):

Writing Skills ◽

Legal Writing ◽

Practical Guidance ◽

The Way

This chapter outlines the elements of good written English with particular emphasis on the way that language is used in academic legal writing. It includes sections on language, grammar, and punctuation as well as practical guidance on matters such as selecting quotations and writing in a concise manner so as to keep within the word limit.

Download Full-text

10. Writing skills

Legal Skills ◽

10.1093/he/9780198784715.003.0010 ◽

2017 ◽

Author(s):

Emily Finch ◽

Stefan Fafinski

Keyword(s):

Writing Skills ◽

Legal Writing ◽

Practical Guidance ◽

The Way

This chapter outlines the elements of good written English with particular emphasis on the way that language is used in academic legal writing. It includes sections on language, grammar, and punctuation as well as practical guidance on matters such as selecting quotations and writing in a concise manner so as to keep within the word limit.

Download Full-text

‘Take them Serious’: Strategic interventions to foster students' academic writing skills

The Journal of Educational Innovation Partnership and Change ◽

10.21100/jeipc.v3i1.589 ◽

2017 ◽

Vol 3 (1) ◽

pp. 251

Author(s):

Sandra Abegglen ◽

Sandra Sinfield ◽

Tom Burns

Keyword(s):

Academic Writing ◽

Study Skills ◽

Classroom Practice ◽

Writing Skills ◽

Critical Writing ◽

Free Writing ◽

Writing Habit ◽

Writing Exercises ◽

Successful Academic ◽

The Way

The present paper builds on Elbow’s (1998) idea of ‘free writing’ to explore methods to foster academic writing skills. Rather than focusing on a deficit student in need of ‘fixing’, we embed ‘free writing exercises’ within classroom practice so that all students develop a critical writing habit. The aim of this paper is to explore how we enable students to find an academic ‘voice’ as we support them on the way to becoming successful academic writers. In this context, we argue for academic/study skills modules/strategic interventions that respect ‘hard to reach’ students as we build on their existing strengths and knowledge – and develop their writing skills.

Download Full-text