scholarly journals Akademisk fagskriving på ingeniørstudiet

2020 ◽  
Vol 12 (2) ◽  
pp. 4-19
Author(s):  
Gunvor Sofia Almlie
Keyword(s):  
Academic Writing ◽  
Interdisciplinary Collaboration ◽  
Writing In The Disciplines ◽  
Close Collaboration ◽  
Writing Courses ◽  
University Library ◽  
Writing Course ◽  
Engineering Study ◽  
Study Programs ◽  
The University

   In the Norwegian engineering education, there has been an increasing focus on writinginstruction in the last decade. Although writing in the disciplines seems to be the overall goal,the disciplines themselves are not prepared for nor equipped to provide the writing instructionthe students need. This article attempts to measure the effect of a writing course that was given in the firstsemester of the engineering study at the University of Agder in 2018. The writing course was acollaboration between the disciplines of engineering, the university library and a writinginstructor with permanent affiliation to the Department of Engineering. The aim of thecollaboration was to gather the expertise from the disciplines and the university library in thedesign of writing courses in engineering. The survey seeks to find answers to the students'experience of the writing course, and the challenges they face in academic disciplinary writing.Answers from the students are compared with answers from conversations with studycoordinators and subject teachers in the five engineering study programs at UiA.The results show that the students find teaching and supervision useful, both to achievethe learning outcomes for the course, but also for use in other writing situations in theireducation. The problems students have with academic writing are both discipline-specific andgeneral. They experience challenges in three areas in particular: genre orientation, text structureand information literacy. The close collaboration between the writing instructor, the library and the engineers isbridge-building and contributes to a holistic writing instruction in the engineering education.The interdisciplinary collaboration also raises the competence of all staff involved.

scholarly journals Exploring Academic Writing Needs of Indonesian EFL Undergraduate Students

2019 ◽  
Author(s):  
Ratnawati ◽  
Didih Faridah ◽  
Syafiul Anam ◽  
Pratiwi Retnaningdyah
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Private University ◽  
Writing Courses ◽  
Need Analysis ◽  
Writing Course ◽  
Efl Students ◽  
General Skills ◽  
Students Attitudes ◽  
The University

Academic writing is noteworthy competence to be accomplished for English as a foreign language (EFL) students to fulfill their academic needs at the university. To do so, Indonesian tertiary universities accommodate and foster this competence using academic writing course. The study, therefore, sought to look into: 1. what undergraduate EFL students’ perceptions of the importance of academic writing to their current study and future career, 2. what the students’ perceptions of the difficulties of academic writing, 3. what the students’ attitudes towards their previous and future academic writing courses. The present study investigates students’ needs emerging in academic writing during classroom practices to gain insightful and profound perspectives for forthcoming needs of the course. Data were collected through a five scaled questionnaire of need analysis distributed to thirty-four EFL students from a private university, and a focus group interview involving nine participants. Results indicate 61% (Mdifficulties=3.05) of students faced difficulties in both general skills and language problems of academic writing and a new course was expected to provide moves/steps for writing the sections in a research article. The present study then suggests that e-database resources are needed for academic papers models and references hence its efficiency and flexibility in prospective academic writing.

scholarly journals “Beautifying the Beast”: Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students

2013 ◽  
pp. 157-174
Author(s):  
Michelle Stewart-McKoy
Keyword(s):  
Academic Writing ◽  
Online Instruction ◽  
Tertiary Level ◽  
Research Approach ◽  
Student Interest ◽  
Self Directed Learning ◽  
Design Based Research ◽  
Writing Courses ◽  
Writing Course ◽  
Directed Learning

This paper describes an on-going project which uses a design-based research approach in the design and development of customised online instruction for Jamaican tertiary-level students pursuing academic writing courses. The customisation of the academic writing content for online consumption is meant to spark student interest, prolong their online engagement and facilitate self-directed learning. This manuscript provides an overview of the four phases and describes in detail the processes and procedures involved in the completion of phases one and two of the research and the plans for implementation and evaluation of phases three and four.

scholarly journals Positioning the Writing Centre

2020 ◽  
Vol 12 (2) ◽  
pp. 71-77
Author(s):  
David A. Burke
Keyword(s):  
Academic Writing ◽  
Open Future ◽  
University Library ◽  
The Future ◽  
The Open Future ◽  
Key Aspects ◽  
University Of Oslo ◽  
The University ◽  
Support Students ◽  
Successes And Challenges

Implicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing. But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so. This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs. As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future. On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library.

scholarly journals Using Simulations in Teaching Research Academic Writing Course

2020 ◽  
Vol 26 (4) ◽  
pp. 68-75
Author(s):  
Ye. V. Luganskaya
Keyword(s):  
Academic Writing ◽  
Simulation Games ◽  
University Of Maryland ◽  
Writing Courses ◽  
Classroom Activities ◽  
Writing Course ◽  
Teaching Research ◽  
Before And After ◽  
Positive Learning Environment ◽  
Dual Degree

The article focuses on teaching research academic writing to undergraduates taking a Russian-American dual-degree program offered by Baikal International Business School and its partner University of Maryland Global Campus. As the American program is online, writing courses are mandatory. Being the final course in the writing module, research academic writing is challenging not only for students but also for the instructor. This makes the teacher look for new ways to improve the quality of teaching and to motivate undergraduates. The paper describes action research aiming at introducing simulation games in research academic writing course to engage students in classroom activities, vary practical assignments, and make classes more interactive. Using observation, student questionnaires and interviews, the author compares her class atmosphere and student involvement before and after the intervention. As a result of her research, the author comes to the conclusion that simulation activities, besides other advantages, can be successfully used for teaching academic writing since they increase motivation and student engagement creating a positive learning environment. Moreover, pair or group work can minimize difficulties, which helps to better understand the material. Furthermore, simulation activities have a practical value enabling students to develop skills and competences vital for future managers. Also the paper offers simulation activities developed for the course which are given in the appendices

scholarly journals NTNU Academic Writing - developed with UX

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Anne Lillevoll Lorange
Keyword(s):  
Learning Styles ◽  
Information Literacy ◽  
Academic Writing ◽  
Technological Development ◽  
Visual Learning ◽  
Writing Skills ◽  
University Library ◽  
Starting Point ◽  
Other Information ◽  
The University

In spring 2017, the University Library of the Norwegian University of Science and Technology (NTNU) launched VIKO, the redesigned tool for fostering information literacy and academic writing skills. The digital and technological development as well as new requirements for information literacy and academic writing skills have made it necessary to revise this tool. A working group at NTNU University Library developed and carried out an electronic survey to map specific needs of students, teachers, and researchers. We involved our users in developing our information literacy tool in order to give them a more useful user experience. We asked the following questions: Is information about academic writing something you need? Where do you go to find information about this? What kind of content do you desire? The answers suggested that “Yes!” this was something both students and teachers wanted. They were eager to get all the information they needed in their studies in one place. Results of this survey and additional depth interviews with students and staff have been the starting point for both the updated content and the new graphical design of VIKO. To accommodate the wish of having all information in one place, all content is now placed on the University Intranet together with all other information relevant for the students. A page listing relevant topics helps students navigate in the content relating to academic writing. The content of the redesigned tool is structured into four topics: defining a research topic, finding sources, structuring your text, and using and citing sources. We know that people have different ways of learning, so offering content for different learning styles like visual learning, auditory learning, and read/write learning will contribute to improving the learning outcomes.

scholarly journals Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing

2019 ◽  
Vol 8 (3) ◽  
pp. 576 ◽  
Author(s):  
Mohammed Abdullah Alharbi
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
The Self ◽  
Self Report ◽  
Efl Writing ◽  
Writing Courses ◽  
Writing Improvement ◽  
Writing Course ◽  
Before And After

The present study aims to investigate the difficulties faced by 74 English as a foreign language (EFL) undergraduate students in developing a well-written paragraph in academic writing by designing a writing course based on the students’ voices. The self-report survey (5-point Likert scale) was used as the pre- and post-questionnaire, and pre- and the post-tests task was used to track students’ writing improvement before and after taking a writing course. Pre-questionnaire and pre-tests showed that participants had difficulties in using the mechanics of writing (punctuation, spelling, grammar, topic sentences, and supporting sentences). The majority of the students’ responses in the post-survey shows that they believed their writing improved and encountered fewer difficulties in writing as compared to their views in the pre-questionnaire. The result of the post-tests indicates improvements in students’ writing samples. The study concludes that EFL writing courses should be designed on the basis of challenges faced by the students in order to get the best outcome from the course.

scholarly journals 'If only we knew what they wanted': bridging the gap between student uncertainty and lecturers' expectations

2011 ◽  
Author(s):  
Anna Magyar ◽  
Daniel McAvoy ◽  
Kathrin Forstner
Keyword(s):  
International Development ◽  
Academic Writing ◽  
Study Skills ◽  
Writing In The Disciplines ◽  
East Anglia ◽  
Graduate Research ◽  
Postgraduate Research ◽  
The Many ◽  
Research Students ◽  
The University

It is increasingly accepted that the development of the academic writing required to succeed in higher education is most effective when embedded within the discipline in which students are studying and when integrated with formal teaching. The many initiatives and programmes discussed in this journal suggest a variety of models and collaborations in the move from generic study skills to the integration of writing in the disciplines. As a contribution to this, we discuss the evaluation of an academic writing module for Masters students in the School for International Development at the University of East Anglia. The module was devised collaboratively by the learning developer, subject specialist and postgraduate research students from the department. It was delivered by postgraduate research students, who also participated in its evaluation. The evaluation led to changes not only in the writing module itself but to the main Masters programme. We argue that the post graduate research students played a key role in these changes and that through dialogue between students and the department, academics who were only peripherally involved, nonetheless gained insights about students experience, potentially informing their future practice.  

scholarly journals The University Library: A Driving Force for Reform in Legal Education?†

2012 ◽  
Vol 40 (1-2) ◽  
pp. 1-21 ◽  
Author(s):  
Ben Beljaars ◽  
René Winter
Keyword(s):  
Legal Education ◽  
Skills Training ◽  
The United States ◽  
Law Schools ◽  
Close Collaboration ◽  
Library Education ◽  
University Library ◽  
Information Skills ◽  
The University

AbstractInformation skills training offers opportunities for gradually embedding changes in legal education programs and to bring about the integration of legal knowledge, skills and experience. If shared goals are formulated in a spirit of close collaboration, curricular changes and revisions will potentially have a greater effect and be more likely to enhance long-term programs. The university library can serve as an ideal base for the use of information technology such as web portals and content integrated search engines, which in turn will help refocus attention on the use of library facilities. The harmonization and maintenance of this apparatus, however, requires both a new form of cooperation and a re-interpretation of the legal education curriculum. This article compares several library developments which could prove important for legal education from a Dutch perspective, and also examines library education in the law schools of the United States of America.

scholarly journals Exploring Needs of Academic Writing Course for LMS in the New Normal

2021 ◽  
Vol 22 (3) ◽  
pp. 140-150
Author(s):  
Hanna Sundari ◽  
Leonard Leonard
Keyword(s):  
Online Learning ◽  
Academic Writing ◽  
Learning Needs ◽  
University Policy ◽  
New Normal ◽  
Synchronous Mode ◽  
Academic Texts ◽  
Writing Course ◽  
The University ◽  
Pdf Format

Along with the university policy for remote learning during the Covid-19 pandemic and the new normal era, learning management system (LMS) become one of various alternative system to handle online learning. However, its application needs to be well-prepared and well-designed. This present study was a need analysis as an initial stage in developing Moodle LMS-based EFL Materials for academic writing course at university. The participants were 67 students from academic writing course. A questionnaire was major instrument to find out the learning needs and context, accompanied by documentation to seek the activities and materials on the existing course. The results show the needs of academic writing course and the proposed EFL materials through Moodle LMS. Student-participants revealed that the course should be able to improve students’ writing skill in developing academic texts through essay development and research article. Moreover, process writing approach and genre-based approach become the most preferable approach for teaching with plenty of sample texts in PDF format. The students-participants also thought that teacher-feedback, individual project-based assessment, and real-time online session or synchronous mode are the best for online learning through LMS. The proposed Moodle LMS-based EFL materials apparently adopts the steps of process genre-based approach and a framework of Bloom’s digital taxonomy.

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