scholarly journals Material Design for Teaching Citations Skills in Scientific Writing

2021 ◽  
Vol 8 (1) ◽  
pp. 19-34
Author(s):  
Kobra Mansourizadeh ◽  
Ummul K. Ahmad
Keyword(s):  
Academic Writing ◽  
Knowledge Construction ◽  
Academic Literacy ◽  
Material Design ◽  
Literacy Skills ◽  
Short Term ◽  
Writing Workshops ◽  
Writing Courses ◽  
Scientific Disciplines ◽  
Research Findings

Citations are important rhetorical devices that when properly and strategically employed, allow writers to promote their current research findings persuasively and efficiently. As knowledge construction is progressive and cumulative, specifically in scientific disciplines, it is evident that acquiring skills for adequate and effective application of citations is essential for success. Scientific writers are required to possess advanced academic literacy skills in order to ably position their study within the framework of existing knowledge, and strategically employ citations to advance the acceptability of their research findings. This paper endeavors to propose materials for teaching the rhetorical functions of citations in advanced academic writing courses. The tasks are designed specifically to raise students’ awareness of citation norms, especially in their own specific disciplines. Since the practice of citing the work of others ethically is highly challenging for emerging research writers, materials suggested in this paper can be beneficial to instructors who are involved in developing advanced discipline-specific writing courses, or short-term academic writing workshops.

scholarly journals The troublesome guidance towards academic literacy.

2018 ◽  
Vol 10 (1) ◽  
pp. 54-64
Author(s):  
Marit Greek ◽  
Kari Mari Jonsmoen
Keyword(s):  
Higher Education ◽  
Writing Process ◽  
Relevant Literature ◽  
Literacy Skills ◽  
Academic Learning ◽  
Writing Courses ◽  
Writing Theory ◽  
Text Organization ◽  
Upper Secondary ◽  
Research Findings

According to research findings, students having graduated from upper secondary school, ought to be sufficiently prepared for meeting the demands of higher education, and for further developing their textual competences within the discipline specific contexts. Nevertheless, according to lecturers and librarians in higher education, students are still in need of guidance in their textual work. The question is what the students need and who are qualified for guiding the students. The overall goal is to promote a meaningful writing process, when assisting the students towards the planned academic learning outcome.  The article discusses «Writing courses» as a phenomenon, in light of writing theory and literacy research. According to international research findings, writing in higher education is part of a disciplinary discourse, and disciplinary literacy skills are essential for building textual competences within a specific disciplinary community. Thus the essential factors in guiding students in their writing process, are genre conventions, text organization and argumentation. However, the students also need guidance in searching relevant literature as well as dealing with sources in a correct manner. The article emphasizes the significance of textual knowledge when guiding the students in higher education. However, librarians and lecturers possess different knowledge, and are part of different disciplinary discourses. There is therefore a need for debating what guidance in writing is to be, and how lecturers and librarians can complement each other and together offer constructive and relevant guidance.     

scholarly journals Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Jennifer Cutri ◽  
Amarpreet Abraham ◽  
Yeni Karlina ◽  
Sweta Vijaykumar Patel ◽  
Mehdi Moharami ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Academic Integrity ◽  
Academic Literacy ◽  
Academic Misconduct ◽  
Literacy Skills ◽  
Academic Skill ◽  
Doctoral Level ◽  
Imposter Phenomenon ◽  
Supervisory Practices

AbstractThis conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

scholarly journals Step Up to Masters

2021 ◽  
Vol 15 (3) ◽  
pp. 100
Author(s):  
Daniel John Pullinger ◽  
Jiani Liu
Keyword(s):  
Academic Literacy ◽  
Literacy Skills ◽  
Individual Development ◽  
Skills Development ◽  
Postgraduate Students ◽  
Online Resource ◽  
Research Findings ◽  
Key Topics ◽  
Learning Development ◽  
The University

The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team’s own research findings on PGT students’ academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic. 

scholarly journals Practical Aspects of Academic Literacy Development in Higher Education Institutions

2021 ◽  
Vol 30 (7) ◽  
pp. 117-127
Author(s):  
N. V. Ageenko ◽  
S. G. Menshenina ◽  
V. V. Dobrova ◽  
P. G. Labzina
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Literacy Development ◽  
English Language ◽  
Course Design ◽  
Academic Literacy ◽  
Academic Discourse ◽  
Academic Community ◽  
Writing Courses ◽  
Academic Reading

Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.

Word knowledge in academic literacy skills among collegiate ESL learners

2019 ◽  
Vol 10 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Haomin Zhang ◽  
Winfred Wenhui Xuan
Keyword(s):  
Academic Writing ◽  
Academic Literacy ◽  
Word Meaning ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
College Level ◽  
Esl Learners ◽  
The Relationship

AbstractThe study probed into the relationship between word knowledge and academic literacy skills in college-level English as a second language (ESL) learners. Morphological awareness and vocabulary knowledge were included in the word knowledge measures. In addition, reading comprehension and academic writing were the outcome variables. Using the data from 118 ESL students in Hong Kong, we found that both morphological awareness and vocabulary knowledge contributed to academic literacy skills. More important, direct and indirect effects of word knowledge on academic literacy skills were tested to provide insight into how two facets of word knowledge interact in shaping academic literacy acquisition. The results demonstrated that vocabulary knowledge mediated the relationship between morphological awareness and academic literacy skills. The study suggests that morphological sensitivity could enhance word meaning extraction and local meaning construction, which subsequently facilitates academic literacy skills.

BASIC LITERACY SKILLS THROUGH THE SCHOOL LITERACY MOVEMENT (GLS) AT SDN 6 PEKANBARU

2020 ◽  
Vol 4 (3) ◽  
pp. 499
Author(s):  
Dewi Dewi ◽  
Zariul Antosa
Keyword(s):  
Qualitative Research ◽  
Literacy Skills ◽  
Daily Activities ◽  
Good Level ◽  
Vocabulary Comprehension ◽  
Comprehension Ability ◽  
Teachers And Students ◽  
Research Findings ◽  
Literacy Ability ◽  
The Government

The School Literacy Movement (GLS) is a policy issued by the government to overcome the problem of education and improve the basic literacy abilities of students. SDN 6 Pekanbaru is one of the schools that has implemented GLS at the familiarization stage well. Therefore, this study aims to determine the basic literacy skills of students in low classes through the implementation of GLS in SDN 6 Pekanbaru. This study used qualitative research conducted through observation and interviews about the implementation of GLS and students’ basic literacy skills with teachers and students in classes I and II. The results showed that GLS was able to improve the phonetic abilities of students by achieving a very good level of the ability to read and pronounce combinations of letters. The increase of students' vocabulary comprehension ability was seen where most students were able to know the meaning of words and retell the contents of books with theme daily activities. From the research findings, it was concluded that GLS improved the basic literacy ability of low-class students at SDN 6 Pekanbaru.

Purchasing behaviour and supplier base evolution – a longitudinal case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Dubois ◽  
Lars-Erik Gadde ◽  
Lars-Gunnar Mattsson
Keyword(s):  
Design Methodology ◽  
Longitudinal Case Study ◽  
Short Term ◽  
Supplier Relationships ◽  
Content Type ◽  
Research Findings ◽  
Purchasing Behaviour ◽  
Time Periods

Purpose The purpose of the paper is to describe and analyse the evolution of the supplier base of a buying firm and the reasons behind these changes. Design/methodology/approach The paper is based on a case study of the changes over 52 years in a sub-set of the supplier base of a firm manufacturing fork-lifts. Findings The study shows that some relationships feature substantial longevity. However, the duration of one-third of the total relationships is shorter than five years. There was considerable variation over time in the dynamics of the supplier base in terms of entries and exits of suppliers. Owing to this variation, research findings and conclusions in short-term studies are heavily dependent on the specific conditions at the time of the study. Finally, no less than one-fourth of the terminated supplier relationships were reactivated later. Research limitations/implications The study was designed in a time when purchasing was considered entirely from the perspective of the buying firm. Further studies, therefore, must increasingly emphasise the role of suppliers and the interaction in the buyer–supplier relationships, as well as the embeddedness in networks. Originality/value The findings of the study are unique in two ways. First, they are based on systematic observations over more than 50 years. Second, the study involves the purchases of 11 components representing different technical and economic features. The (few) previous studies are based on much shorter time periods and involves fewer suppliers/components. Moreover, the findings regarding re-activation of terminated relationships represent unique contributions.

scholarly journals The Usage of CAUSE in Three Branches of Science

2016 ◽  
Vol 6 (2) ◽  
pp. 109
Author(s):  
Bei Yang ◽  
Bin Chen
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Academic Writing ◽  
Applied Science ◽  
Human Beings ◽  
Pure Science ◽  
Research Findings ◽  
British National Corpus ◽  
Semantic Prosody ◽  
National Corpus

<p>Semantic prosody is a concept that has been subject to considerable criticism and debate. One big concern is to what extent semantic prosody is domain or register-related. Previous studies reach the agreement that CAUSE has an overwhelmingly negative meaning in general English. Its semantic prosody remains controversial in academic writing, however, because of the size and register of the corpus used in different studies. In order to minimize the role that corpus choice has to play in determining the research findings, this paper uses sub-corpora from the British National Corpus to investigate the usage of CAUSE in different types of scientific writing. The results show that the occurrence of CAUSE is the highest in social science, less frequent in applied science, and the lowest in natural and pure science. Its semantic prosody is overwhelmingly negative in social science and applied science, and mainly neutral in natural and pure science. It seems that the verb CAUSE lacks its normal negative semantic prosody in contexts that do not refer to human beings. The implications of the findings for language learning are also discussed.</p>

scholarly journals Evaluating educational changes: a statistical perspective

2013 ◽  
Vol 21 (78) ◽  
pp. 101-114
Author(s):  
Harvey Goldstein
Keyword(s):  
Educational Policy ◽  
Class Size ◽  
Research Evidence ◽  
Research Process ◽  
Short Term ◽  
Policy Initiatives ◽  
League Tables ◽  
Educational Changes ◽  
Research Findings ◽  
Use Of Research

The paper explores some of the issues involved in evaluating educational policy initiatives. It gives examples of how research findings can be evaluated and draws lessons for the ways in which policymakers can interact usefully with researchers. It argues that while central government's use of research evidence is often highly selective and concerned with its own perceived short term interests, a broader view of the research process is more productive and beneficial. The issues of class size, school league tables and the effects of homework are studied in detail and the often provisional nature of research evidence is emphasised as well as the uncertainty surrounding the findings of individual studies.

scholarly journals The value and impact of cross professional collaborations in developing student information and academic literacy skills at Sheffield Hallam University, UK.

2013 ◽  
Vol 5 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Diane Rushton ◽  
Alison Lahlafi
Keyword(s):  
Best Practice ◽  
Academic Literacy ◽  
Academic Skills ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Skills Development ◽  
Professional Collaboration ◽  
Practice Recommendations ◽  
E Learning ◽  
Student Information

The paper is jointly written by an academic and librarian and discusses the value and impact of two examples of cross professional collaboration at Sheffield Hallam University. The collaborations addressed information and academic literacy skills development of 640 students across four years and involved a librarian, an academic, an academic skills tutor and an e-learning expert. The paper includes analysis on the value and impact of cross-professional collaborations in developing student information literacy (IL) and academic literacy skills. It concludes with discussion of lessons learned and best practice recommendations.

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