scholarly journals Translingual Academic Writing Pedagogy at internationalised universities

2018 ◽  
Vol 8 (2) ◽  
pp. 150-160
Author(s):  
Melanie Brinkschulte ◽  
◽  
Ella Grieshammer ◽  
Monica Stoian ◽  
◽  
...  
Keyword(s):  
Academic Writing ◽  
Writing Pedagogy

scholarly journals Humboldt Meets Bologna: Developments and Debates in Institutional Writing Support in Germany

1969 ◽  
Vol 23 (1) ◽  
Author(s):  
Felicitas Macgilchrist ◽  
Katrin Girgensohn
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Coming Of Age ◽  
Bologna Process ◽  
Writing Pedagogy ◽  
Transferable Skills ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Key Competencies ◽  
The Bologna Process

This article outlines the coming of age of writing pedagogy in German institutions of higher education and explores the role of the ‘Hausarbeit’ in contemporary universities. Traditionally, the 6,000-12,000 word Hausarbeit was the mainstay of academic writing in all university courses in the social sciences and humanities in Germany. This assignment was tied into dominant discourse (‘Humboldt discourse’) in which the main point of higher education was to cultivate future independent scholars. Since 1999, the increasing predominance of ‘Bologna discourse’ has led to the radical restructuring of higher education across Europe. This discourse emphasizes internationalization, transferable skills and key competencies, i.e. the point of higher education is not primarily to cultivate independent scholars but flexible, creative and enterprising future professionals. With indications that the Hausarbeit could disappear in the Bologna process, we argue not only that it can be saved but also that it has a significant role to play in developing the new competencies. This will only happen, however, if students receive institutional writing support, and if writing curricula in Germany rise to the new challenges.Key words: writing centres, discourse, Bologna reforms, writing pedagogy, Hausarbeit

scholarly journals Cultural Collisions in L2 Academic Writing

2003 ◽  
Vol 20 (2) ◽  
pp. 80 ◽  
Author(s):  
Linda Steinman
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Writing Pedagogy ◽  
English For Academic Purposes ◽  
Contrastive Rhetoric ◽  
Esl Writing ◽  
Discourse Practices ◽  
Technical Issues ◽  
Open Discussion ◽  
Writing Instructors

Learning to write in English for academic purposes presents a significant challenge for non-native speakers. Not only must they deal with the obvious linguistic and technical issues such as syntax, vocabulary, and format, but they must also become familiar with Western notions of academic rhetoric. (West or Western in this article refer primarily to North America.) Collisions of cultures are experienced when the discourse practices L2 writers are expected to reproduce clash with what they know, believe, and value in their L1 writing. For this article I reviewed a range of literature that addresses writing and culture. Described by researchers and by L2 writers are collisions regarding voice, organization, reader/ writer responsibility, topic, and identity. Implications for writing pedagogy include awareness of contrastive rhetoric on the part of ESL writing instructors; instructors' acknowledgment of and appreciation for the prior knowledge that students bring from their L1; realization on the part of ESL writing instructors that Western notions of,for example, voice are indeed just notions and are simply one way among many of expressing oneself; and a need for open discussion with students about how they might incorporate standard Western notions of writing without compromising their own identity.

Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy

2021 ◽  
Vol 11 (1) ◽  
pp. 59-71
Author(s):  
Xiaofei Lu ◽  
J. Elliott Casal ◽  
Yingying Liu
Keyword(s):  
Academic Writing ◽  
Writing Assessment ◽  
Research Agenda ◽  
Writing Pedagogy ◽  
Linguistic Features ◽  
Computational Tools ◽  
Form Function ◽  
Writing Research ◽  
Novice Writers

This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.

scholarly journals WRITING INTRODUCTION SECTIONS OF RESEARCH ARTICLES IN APPLIED LINGUISTICS: CROSS-LINGUISTIC STUDY OF NATIVE AND NON-NATIVE WRITERS

2017 ◽  
Vol 7 (2) ◽  
pp. 248 ◽  
Author(s):  
Maryam Farnia ◽  
Safoora Barati
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Current Knowledge ◽  
Applied Linguistics ◽  
Writing Pedagogy ◽  
Native English Speakers ◽  
Genre Studies ◽  
Communicative Functions ◽  
Native Speakers Of English ◽  
Novice Writers

Genre studies allow researchers to observe the repeated communicative functions and their linguistic components in different genres (Brett, 1994). Writing the introduction section is a tough and burdensome task for both native and non-native speakers (Swales & Feak, 1994). Hence, the present study aimed to investigate the generic organization of English research article introductions written by native English and Iranian non-native speakers of English. A total of 160 published articles were selected from established journals in Applied Linguistics. Following Swales’ (2004) Create A Research Space (CARS) model, the researchers analyzed the articles for their specific generic patterns. Findings displayed that native English writers used significantly more strategies than Iranian non-native speakers of English, yielding richer texts. The findings of the present study contribute to the current knowledge of cross-cultural studies in academic writing to non-native English speakers in general and to non-native English novice writers in particular. Built on Swales’ (2004) CARS model, the study describes how introduction sections are developed in English by native and non-native speakers, offering insights into ESP/EAP writing pedagogy.

scholarly journals Chinese Postgraduates’ Explanation of the Sources of Sentence Initial Bundles in their Thesis Writing

RELC Journal ◽  
2018 ◽  
Vol 50 (1) ◽  
pp. 37-52
Author(s):  
Liang Li ◽  
Margaret Franken ◽  
Shaoqun Wu
Keyword(s):  
Academic Writing ◽  
Building Blocks ◽  
Writing Pedagogy ◽  
Pedagogical Practices ◽  
Student Writers ◽  
Postgraduate Students ◽  
Lexical Bundles ◽  
Language Writing ◽  
Functional Features ◽  
Thesis Writing

Lexical bundles, recurrent multiword combinations in a register, are extremely common and important discourse building blocks in academic writing. An increasing number of studies have investigated lexical bundles in academic writing in recent years, but few studies have explored L2 learners’ interpretations of their own bundle production, particularly sentence initial bundle production. Investigating the sources that have appeared to influence learners’ choices and knowledge of bundles is important as it complements what we know about the structural and functional features of lexical bundles and provides useful first-hand information for second language writing pedagogy. The present study interviewed five Chinese postgraduate students to probe possible reasons for their use of the typical sentence initial bundles identified in the self-built Chinese Masters and PhD thesis corpora. The interviews revealed diverse explanations including interlingual transfer, classroom learning, noticing in reading, a lack of rhetorical confidence, and misunderstanding of rhetorical conventions. The results suggest the need for raising students’ awareness of the common sentence starters in postgraduate academic writing, increasing their confidence as student writers, familiarizing them with rhetorical conventions, and incorporating effective corpus-based tools into pedagogical practices.

Texte für verschiedene Zielgruppen mehrsprachig verfassen

Fachsprache ◽  
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.

scholarly journals Cohesion in Academic Writing: A Comparison of Essays in English Written by L1 and L2 University Students

2020 ◽  
Vol 10 (7) ◽  
pp. 761
Author(s):  
Zhongqing He
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Writing Pedagogy ◽  
Lexical Cohesion ◽  
Demonstrative Reference ◽  
Cohesive Devices ◽  
L1 And L2 ◽  
English Students ◽  
Temporal Conjunction ◽  
L1 English

Cohesion plays an important role in ensuring clarity, appropriateness, and comprehensibility in text. This study compares L1-Chinese and L1-English university students’ use of cohesion in English essays and examines the cohesive features in academic writing of L2 students from three perspectives: density of cohesion, distribution of cohesive devices, and distance of cohesive ties. Data consist of 126 student-produced essays in two corpora: 63 by L1-Chinese students from the TECCL corpus and 63 by L1-English students from the BAWE corpus. Findings indicate that L2 students have a lower density of cohesion in their academic writing. Their essays are marked by underuse of lexical cohesion and demonstrative reference, initial positioning of conjunctions, and heavy use of temporal conjunction. In addition, L2 students use significantly fewer immediate and remote cohesive ties, and the length of the material between ties is found to be inadequate compared to L1 students’ writing. The study has important implications for L2 writing pedagogy in China.

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