scholarly journals Letramento acadêmico em inglês e em português: um estudo de atividades avaliativas provenientes de disciplinas de um curso de graduação de uma instituição americana e uma brasileira

2017 ◽  
Vol 8 (2) ◽  
pp. 257
Author(s):  
Luciana Lorandi Honorato de Ornellas
Keyword(s):  
Biological Sciences ◽  
Academic Writing ◽  
Social Practice ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Writing In The Disciplines ◽  
Writing Assignments ◽  
American Institution ◽  
Know How ◽  
Teaching Of Writing

The paper analyses how academic literacy is promoted in academic writing assignments using genres. The context of the study is that of undergraduate disciplines in the field of Biological Sciences. The disciplines take place in an American institution and in a Brazilian federal one. The data were drawn from pedagogical and evaluative documents that were analysed by content analysis. The data collected from the American institution showed that genres are used as a vehicle to integrate knowledge, and also todemonstrate information. Relating to national context, genres are used to demonstrate information. It can be concluded that, in the American institution, academic literacy occurs in an ideological way in the disciplines, since writing is developed making use of genres that are explored as a social practice. Nevertheless, in the Brazilian institution, academic literacy is developed in an autonomous way, due to the absence of the teaching of writing in the disciplines, probably because it is considered thatstudents already know how to write. In brief, this investigation intends to clarify academic literacy practices in different academic contexts in order to bring insight to other researchers and practitioners on how this issue has been dealt with, and what are the strengths and the weaknesses of such practices.

scholarly journals AUTOETHNOGRAPHY AND THE STUDY OF ACADEMIC LITERACIES: EXPLORING SPACE, TEAM RESEARCH AND MENTORING

2020 ◽  
Vol 59 (1) ◽  
pp. 264-295 ◽  
Author(s):  
Pamela Olmos-López ◽  
Karin Tusting
Keyword(s):  
Academic Writing ◽  
Personal Experience ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Academic Literacies ◽  
Place And Space ◽  
Mentoring Relationship ◽  
Team Research ◽  
Insight Into

ABSTRACT Autoethnography is the study of culture through the study of self (ELLIS, 2004; ELLIS et al, 2011). In this paper, we explore the value of autoethnography in the study of academic literacies. We draw on our own experiences as ethnographers and autoethnographers of literacy to provide illustrative examples. We show how autoethnography has provided a fresh understanding of the role of place and space in developing academic writing across countries and between English and Spanish (OLMOS-LÓPEZ, 2019). We discuss the value of team autoethnography in researching academic writing (TUSTING et al., 2019). And we reflect together on our own journey of development as academic writers, showing how a mentoring relationship has been part of both of our trajectories. The paper aims to argue for the value of autoethnography as an approach to studying academic literacy practices, particularly in providing insight into identity and personal experience.

Writing feedback as an exclusionary practice in higher education

2014 ◽  
Vol 37 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Grace Chu-Lin Chang
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Social Practice ◽  
Best Practice ◽  
Academic Literacy ◽  
Written Feedback ◽  
Academic Literacies ◽  
Written Discourse ◽  
Academic Communities ◽  
Writing Feedback

This ethnographic research probes into feedback on academic writing received by Taiwanese students in Australian higher education institutions, and examines whether the feedback received helped students to participate in the written discourse of academic communities. Academic writing dominates the academic life of students in Australia and is the key measure of their academic performance. This can be problematic for international students who speak English as an additional language and who are expected to acquire academic literacies in English ‘by doing’. As a social practice, academic writing depends on participation in dialogue for students to be included in the community of academia. However, the findings show that few participants received any useful feedback. Some assignments were never returned; in other cases, the hand-written feedback was illegible, and often included only overly general comments that puzzled the participants. As a result, the learning process came to an end once the students handed in their assignments; feedback failed to promote further learning related to content, and particularly to academic writing. The article highlights the few instances where participants received helpful feedback that was accessible and constructive, and which can be considered best practice for the promotion of academic literacy.

scholarly journals STUDENTS’ VOICES ON ACADEMIC WRITING ACTIVITIES AT TERTIARY LEVEL

2021 ◽  
Vol 15 (1) ◽  
pp. 35
Author(s):  
Muhammad Furqan ◽  
Maulidia Rahmawati Nur ◽  
Syfa Athifah
Keyword(s):  
Academic Writing ◽  
Teaching Practice ◽  
Participant Observation ◽  
Research Participant ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Technical Problems ◽  
Ibn Khaldun ◽  
Know How ◽  
Teaching Of Writing

<p>Academic writing activities play an important role for students at the tertiary level. Because students are required to be mastered to write academically. The aim of this research was to know-how is the teaching of writing for academic purposes, to know how students perceive the teaching of writing for academic purposes, and to know how a teacher perceives the teaching of writing for academic purposes. Case study was used as the research design in the paradigm of the qualitative and 20 students (in the 5th semester) and 1 teacher from Bogor Ibn Khaldun University were invited as a research participant. Observation, interview, photovoice, voice recorder, and documents were used as a research instrument to get the data. The result of this study showed the teacher taught the materials before each student was required to write an essay. The teacher provided feedback and comment on their essay in the process of writing an essay. Students did the revising process to make their essays better. The students also had a positive perception of the teaching of writing for academic purposes. There were three aspects that students perceive on the teaching writing for academic purposes those were the teaching practice, teachers’ feedback, and students’ problems or challenges. Besides, the teacher perceives there were some problems encountered in the teaching of writing for academic purposes. The problems encountered were students’ level proficiency, students’ motivation, technical problems in the classroom, the production of the students’ essay, and the support from the leader.</p>

Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Kim M. Mitchell ◽  
Laurie Blanchard ◽  
Tara Roberts
Keyword(s):  
Nursing Education ◽  
Identity Development ◽  
Academic Writing ◽  
Relationship Building ◽  
Student Perspective ◽  
Professional Identity Development ◽  
Writing Assignments ◽  
Writing Practices ◽  
Qualitative Systematic Review ◽  
Transformative Writing

AbstractWriting practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is constructed and the benefits of writing to nursing knowledge development. A literature search using the CINHAL, Medline, ERIC, and Academic Search complete databases, using systematic methods identified 21 papers and dissertations which gathered qualitative interview or survey data from students in nursing at the pre-registration, continuing education, and graduate levels. The studies provided evidence that writing assignments promote professional identity development but overemphasis on writing mechanics when grading have a deleterious effect on learning and student engagement with writing. Relationship building with faculty should extend beyond what is needed to maximize grades. Suggestions for writing pedagogical reform are identified to facilitate a change in focus from mechanical-technical to transformative writing.

scholarly journals Writing Gravity: International Female Graduate Students’ Academic Writing Experiences

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Abir Aly Eldaba ◽  
Janet Kesterson Isbell
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Ways Of Knowing ◽  
Critical Study ◽  
Graduate Degree ◽  
Writing Assignments ◽  
Marginalized Groups ◽  
Language Writing

In a critical study, researchers explored academic writing experiences of three international female graduate students at a southern U.S. university in order to understand their perspectives of themselves as writers across cultures, their experiences with academic writing, and their coping strategies for academic writing assignments. Findings revealed participants’ challenges and self-doubts about second-language writing abilities. Participants both challenged disconfirmation of their writing and at times were submissive as they negotiated a graduate degree program. The study demonstrates need for universities to recognize marginalized groups’ knowledge and ways of knowing and to create spaces to discuss new possibilities for academic writing experiences among international students.

scholarly journals Video tutorials as academic writing and research support for students of International Business

2020 ◽  
Vol 10 (1) ◽  
pp. 25-42
Author(s):  
Larssyn Staley ◽  
Susan Göldi ◽  
Anna Nikoulina
Keyword(s):  
International Business ◽  
Academic Writing ◽  
Learning Process ◽  
Research Support ◽  
Writing Assignments ◽  
Positive Effects ◽  
Video Tutorial ◽  
Video Tutorials ◽  
Student Questionnaire ◽  
Multimedia In Education

Many studies have made claims for the positive effects of multimedia in education; however, there is a lack of systematic and comparable research, especially when it comes to video tutorials. This study evaluates the use and benefits of short screencast video tutorials, produced with Camtasia and published on YouTube, in preparing students for research-based writing assignments. The study employs a multi-method research design, comprising an analysis of video-tutorial viewership data from YouTube and a student questionnaire on the perceived benefits of these video tutorials. The data on how the tutorials are used, as well as the questionnaire responses, enable us to highlight which aspects of these tutorials positively affect the learning process, and importantly, how such tutorials should be adapted to be more useful. Findings indicate that the use of such tutorials is more dependent on the type of information included (e.g., theory, instructions or examples), than their length (within the range of three to six minutes). Additionally, novice, introductory-level students appear to have received greater benefit from the tutorials than students with some previous academic writing experience.

scholarly journals The Effects Of English Citation and International Journal To Indonesian Students In Supporting Lecture Tasks

2022 ◽  
Author(s):  
Hana Nabilah Putri ◽  
Adinda Apriashinta Salsabila ◽  
Farah Allisya Putri ◽  
Aprilia Cahyaningrum ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
College Students ◽  
Academic Writing ◽  
The Other ◽  
Know How ◽  
Interview Process ◽  
Assignment Method ◽  
Other Hand

Background: This research discusses the problem of the use of English citation by some college students in helping with their assignments. There is still no research about this topic, on the other hand, this is actually important for education. From the problem discussed here, the main point is to know, "Do college students often use English citations in their assignments and understand the citations they have taken?" Purpose: This research aims to know how far Indonesian students' comprehension is to the English citation which they used to help their academic writing for their college assignment. Method: The method used in this study is qualitative, the method that focused on observation to obtain a more comprehensive phenomenon study. In this research, we use data that have already been taken and collected from 62 college students and 15 of them have conducted the interview process to take further information from them. Results: It shows that the majority of college students in this research prefer to use Indonesian citations because they can understand more compared with the English one.

Relocalising academic literacy

2017 ◽  
Vol 10 (3) ◽  
pp. 34-55
Author(s):  
Nana Clemensen ◽  
Lars Holm
Keyword(s):  
Knowledge Production ◽  
Literacy Practices ◽  
Qualitative Interviews ◽  
Academic Literacy ◽  
International Study ◽  
Learning Potential ◽  
Anthropology Of Education ◽  
Study Programme ◽  
The Social ◽  
Institutional Contexts

Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

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