scholarly journals The Misuse of Source Material in Academic Writing by Iraqi EFL Postgraduate Students

2020 ◽  
Vol 17 (1) ◽  
pp. 304-309
Author(s):  
May Ali Abdul-Ameer ◽  
Keyword(s):  
Academic Writing ◽  
Source Material ◽  
Postgraduate Students

scholarly journals Proposed Model to Assist Saudi Postgraduate Students in their English Academic Writing

2021 ◽  
Vol 12 (1) ◽  
pp. 527-542
Author(s):  
Noof Saleh Alharbi
Keyword(s):  
Academic Writing ◽  
Written Feedback ◽  
Mixed Methods Design ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Sequential Mixed Methods ◽  
Proposed Model ◽  
Underlying Causes ◽  
English Academic Writing ◽  
Qualitative Phase

This current research forms part of a broader investigation into the problems Saudi postgraduate students face in English academic writing. The study used the interpretive paradigm to investigate and interpret the perceptions of Saudi postgraduate students and their supervisors in relation to the difficulties they encountered regarding academic writing in English. Therefore, the study adopted a sequential mixed-methods design. The quantitative phase of the research employed a questionnaire whereas the qualitative phase employed semi-structured interviews and document analysis. In total, 275 students completed the prepared questionnaire whilst 15 students, both male and female, and 9 supervisors participated in the semi-structured interviews. The research also used ten samples of written feedback students had received from their supervisors. SPSS descriptive statistics were used to analyse the data quantitatively, and MAXQDA software was used to analyse the data qualitatively. The study identified that Saudi postgraduates encounter a range of difficulties in their academic writing, which were due to several underlying causes. Therefore, to address this issue and to contribute to knowledge in the field, the author of this study devised a theoretical model to assist Saudi postgraduate students overcome their difficulties with English academic writing. The main focus of the current study is to explain this model in detail.

BAAL/CUP Seminars 2010

2011 ◽  
Vol 45 (1) ◽  
pp. 131-133
Author(s):  
James Donohue
Keyword(s):  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Open University ◽  
Academic Literacies ◽  
Postgraduate Students ◽  
Functional Linguistics ◽  
Milton Keynes

The Open University, Milton Keynes, 21 April 2010This seminar, organised by Caroline Coffin and Jim Donohue (both from the Open University, UK), took the form of a day of dialogue between invited experts and other interested parties, including academic writing practitioners, researchers and postgraduate students. The invited speakers were asked to form panels representing either Academic Literacies or Systemic Functional Linguistics.

Getting it right: the art of academic referencing

2019 ◽  
Vol 13 (9) ◽  
pp. 444-448
Author(s):  
Anita Duffy ◽  
Fiona Lawler
Keyword(s):  
Academic Writing ◽  
Source Material ◽  
Standard System ◽  
Academic Institutions ◽  
Original Source ◽  
Writing Students

In academic writing students are expected to find appropriate references for arguments they wish to include in their assignments, using a standard system of referencing. Referencing correctly allows readers to access the original source material easily and quickly and good referencing also shows evidence of research and reading regarding the topic of discussion. Academic institutions and tutors expect students to reference assignments clearly and accurately. In this article, the authors explain the why and how of academic referencing using the Harvard referencing style.

scholarly journals Systematic Approach to Teaching Academic Writing: Practical Experience

2021 ◽  
Vol 30 (7) ◽  
pp. 105-116
Author(s):  
I. E. Abramova ◽  
A. V. Ananyina
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Systematic Approach ◽  
Practical Experience ◽  
Expert Assessment ◽  
Practical Implementation ◽  
Russian Science ◽  
Scientific Publications ◽  
Postgraduate Students ◽  
Study Results

The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.

scholarly journals Proposed Model to Assist Saudi Postgraduate Students in their English Academic Writing

2021 ◽  
Author(s):  
Noof Saleh Alharbi
Keyword(s):  
Academic Writing ◽  
Written Feedback ◽  
Mixed Methods Design ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Sequential Mixed Methods ◽  
Proposed Model ◽  
Underlying Causes ◽  
English Academic Writing ◽  
Qualitative Phase

This current research forms part of a broader investigation into the problems Saudi postgraduate students face in English academic writing. The study used the interpretive paradigm to investigate and interpret the perceptions of Saudi postgraduate students and their supervisors in relation to the difficulties they encountered regarding academic writing in English. Therefore, the study adopted a sequential mixed-methods design. The quantitative phase of the research employed a questionnaire whereas the qualitative phase employed semi-structured interviews and document analysis. In total, 275 students completed the prepared questionnaire whilst 15 students, both male and female, and 9 supervisors participated in the semi-structured interviews. The research also used ten samples of written feedback students had received from their supervisors. SPSS descriptive statistics were used to analyse the data quantitatively, and MAXQDA software was used to analyse the data qualitatively. The study identified that Saudi postgraduates encounter a range of difficulties in their academic writing, which were due to several underlying causes. Therefore, to address this issue and to contribute to knowledge in the field, the author of this study devised a theoretical model to assist Saudi postgraduate students overcome their difficulties with English academic writing. The main focus of the current study is to explain this model in detail.

scholarly journals Basic and Advanced Skills They Don’t Have: The Case of Postgraduate and Literature Review Writing

2015 ◽  
Author(s):  
Kuang Ching Hei ◽  
Maya Khemlani David
Keyword(s):  
Literature Review ◽  
Academic Writing ◽  
Public University ◽  
Higher Learning ◽  
Student Selection ◽  
Postgraduate Students ◽  
Reading And Writing ◽  
Institutions Of Higher Learning ◽  
Klang Valley ◽  
Advanced Skills

Purpose – This paper aims to identify the difficulties postgraduate students face in writing the literature review for their thesis and dissertation.   Methodology – Seventy postgraduate students from 9 faculties in one public university in the Klang Valley consented to participating in this study. They were 49 Masters candidates and 21 doctoral (PhD) candidates attending a workshop on academic writing. Among them, 31 were Malaysians and 39 were foreigners with majority being Arabs and Africans. After an icebreaking session, participants were asked what their writing diffi culties are when doing their literature review. They were told to write their responses in English in a paper. A linguistic analysis was then applied to the written phrases and expressions which denote their diffi culties. These were then categorised under common themes and manually counted in terms of the frequency.   Findings – A total of 37 categories of diffi culties were detected. They encompassed basic and advanced skills in reading and writing including ‘not knowing what to read’, ‘how to read’, ‘how to start writing’, ‘organising’, ‘doing a critical analysis’, ‘summarising’ and ‘synthesising’.   Significance – The fi ndings imply that most of the participants do not possess the necessary skills of reading and writing which are required in most postgraduate programmes. Thus, it is imperative that institutions of higher learning develop stricter criteria for student selection. Alternatively, a programme providing support in reading and writing may enable these postgraduate students to raise their level before being admitted. This kind of support can help to mitigate the burden imposed on supervisors as well as develop better quality postgraduate students.  

scholarly journals International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities

2018 ◽  
Vol 7 (7) ◽  
pp. 191
Author(s):  
Sedigheh Shakib Kotamjani ◽  
Arshad Abd Samad ◽  
Mehrnaz Fahimirad
Keyword(s):  
Academic Writing ◽  
Public Universities ◽  
Academic Language ◽  
Writing Skills ◽  
Thinking Skills ◽  
English For Academic Purposes ◽  
Critical Thinking Skills ◽  
Postgraduate Students ◽  
English Medium Instruction ◽  
Lexical Phrases

The purpose of this study is to investigate international postgraduate students’ perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students’ perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in language-related problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become self-directed in learning to write.

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