Academic Writing, Genres and Philosophy

2008 ◽  
Vol 40 (7) ◽  
pp. 819-831 ◽  
Author(s):  
Michael A. Peters
Keyword(s):  
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 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.

scholarly journals English with an accent: Language, ideology, and discrimination in the United States

2014 ◽  
Vol 15 (2) ◽  
pp. 310
Author(s):  
Elizabeth Laurence
Keyword(s):  
United States ◽  
Academic Writing ◽  
Historical Fiction ◽  
Language Ideology ◽  
The United States ◽  
Social Structures ◽  
European Ancestry ◽  
Green Is ◽  
Writing Genres ◽  
Factual Data

The inherent versatility exhibited in the various writing genres of talented linguist, Rosina Lippi-Green, is as remarkable as her seemingly random interest in quilting. Her ability to make connections with many things, in addition to fabric, is neither coincidental nor haphazard. It is far from surprising, therefore, that this independent scholar claiming “mixed European ancestry” utilizes three authorial guises: two for penning historical fiction and a third for academic writing endeavors, the most recent being English with an accent: Language, ideology, and discrimination in the United States.Extensive documentation and factual data are but two persuasive means of support she utilizes to focus on and convince readers that the power of language upon social structures, especially in the discrimination and subordination of others, remains more strongly embedded than most people realize.

Formation of Foreign Language Hedging Competencies in the Context of Academic Writing

2021 ◽  
pp. 97-102
Author(s):  
Janna M. Blieva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Academic Writing ◽  
Scientific Work ◽  
Foreign Languages ◽  
Scientific Text ◽  
Work Support ◽  
Writing Genres ◽  
Stated Problem

The article is devoted to the problem of teaching academic writing as a concept of academic literacy of students, undergraduates, graduate students in higher education. Violation of the norms of academic writing is a common practice among both foreign language and domestic authors. This results from the fact of poor acquired and often lack of possession of formal stylistic competencies that affect the quality of writing a clear, concise and convincing scientific text. As the title implies, the aim of the article is to present the technology that avoids traditional errors when working on a scientific text. The need to follow the specific tone of the genres of academic writing, dictating the choice of words and phrasing, is especially noted. The technology of teaching hedging is proposed as a system of sequential operations (algorithm) for solving the stated problem. The algorithm for the formation of hedging competencies acquaints students of all levels in higher education with the genres and style of formal writing, teaches them to construct their own knowledge in academic discourse. In addition, the goal was to develop hedging competencies and to use foreign language lexical phenomena in academic writing genres, which may help to warn authors against typical stylistic errors. This work may be of interest both for students of all levels in higher education and for researchers-beginners, since the article discusses the international requirements for the writing of academic scientific documents that may be useful while preparing a foreign publication. The recommendations made as a result of the research may also arouse the interest of teachers of foreign languages, draw attention to the problem of academic writing and integrate them into the course of the profile discipline. This, in its turn, may help to meet the requirements to the quality of specialists training at universities, including scientific work support of students of all levels.

How to write a lot: A practical guide to productive academic writing (2007): Book review

2011 ◽  
Author(s):  
Hannah Fish ◽  
Danielle Palmer ◽  
Anisa Goforth ◽  
John S. Carlson ◽  
Tami Mannes ◽  
...  
Keyword(s):  
Academic Writing ◽  
Practical Guide
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