scholarly journals The role of information literacy competence and higher order thinking skills to develop academic writing in Science and Engineering learners

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
B. Kranthi Kumari
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Thinking Skills ◽  
Teaching Writing ◽  
Rhetorical Situation ◽  
Entry Level ◽  
Academic Texts ◽  
Raising Awareness ◽  
Writing In Science

<p>The English syllabus for learners pursuing engineering courses includes teaching writing as one of the objectives. Learners who enroll for these courses are not equipped with the general writing skills that they should have mastered at the entry level. In this context, a study was organized to develop academic writing skills of the undergraduate learners who are pursuing engineering courses.  The study focused on raising awareness in the learners of the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasizes that involving the learners in the cognitive processes of writing that include defining the rhetorical problem, identifying the rhetorical situation, the audience and setting goals for writing, planning for the text by generating and organizing ideas is necessary. The study further suggests that discussions between learners and teachers regarding the construction of a text and the way language works in various text types facilitates better writing.</p>

scholarly journals Teaching Writing in EAP Contexts

2018 ◽  
Author(s):  
Viorica Condrat
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Process Development ◽  
Writing Skills ◽  
Teaching Writing ◽  
Small Scale ◽  
Discourse Community ◽  
State University ◽  
Efl Students

Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

Enhancing and supporting the role of academic tutors in developing undergraduate writing skills: Reflections on the experiences of a social work education programme

2012 ◽  
Vol 5 (2) ◽  
pp. 27-48 ◽  
Author(s):  
Nathan Hughes ◽  
Sue Wainwright ◽  
Caroline Cresswell
Keyword(s):  
Academic Writing ◽  
Academic Support ◽  
Writing Skills ◽  
Education Programme ◽  
Independent Study ◽  
Learning Needs ◽  
Consistent Manner ◽  
Effective Use ◽  
Work Education

Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged students to reflect on their learning needs and identify priority issues for discussion with the tutor. However, barriers to its effective use remain. In particular, there was resistance amongst students to accessing academic support, due to anxieties that staff would look negatively upon those who seek help. Students expressed concern that tutors would perceive those seeking support as failing to cope with the demands of independent study, a set of skills they perceive that they were required to have on arrival at university, rather than to acquire during the course of their studies with the help and guidance of their academic tutor.

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.

scholarly journals Pedagogical Implication of Clause Expansion Mastery through E-Learning Instruction to Improve Academic English Writing Skills

2021 ◽  
Vol 13 ◽  
Author(s):  
I. Nurhamidah ◽  
S. Purwanto ◽  
C. Anwar ◽  
D. F Wulandari ◽  
A. Murtiningrum
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Academic English ◽  
English Writing ◽  
Academic Texts ◽  
Systemic Functional Linguistic ◽  
Pedagogical Implication ◽  
Post Test ◽  
Learning Instruction ◽  
E Learning

The current study investigated the pedagogical implication of Clause Expansion (CE) mastery to improve academic English writing skills. Fifteen students  participated in the study. A two-cycle action research design was used to justify how the mastery of clause expansion contributed to the development of academic writing skills.  Prior to intervention, they were assigned to write academic texts based on IELTS writing test. Then, they were given a three-week task-based e-learning instruction on CE., based on Systemic Functional Linguistic Framework of Clause Expansion.In the process of Explicit Instruction (EI) of CE, they were exposed in academic writing exercises to apply their knowledge on CE in various grammatical contexts in which it is required as Input Flood (IF).  Another test was administered to see how it progressed from the pre-test. Then, another three-week task-based e-learning module, was given for their second online learning activities. A post-test was administered to see how it contributed to their overall writing skills. It turned out that CE mastery under e-learning special instruction did significantly improve their writing skills. They become more confident in writing academic texts. It is highly recommended that CE be taught as an integral part of a writing course.

scholarly journals USING BLOGS IN TEACHING TERTIARY ESL WRITING

2018 ◽  
Vol 6 (2) ◽  
pp. 1 ◽  
Author(s):  
Romualdo A. Mabuan
Keyword(s):  
Group Discussion ◽  
Writing Skills ◽  
Thinking Skills ◽  
The Philippines ◽  
Teaching Writing ◽  
Esl Writing ◽  
First Semester ◽  
English Writing ◽  
Accessibility Issues ◽  
Learning English

Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students� feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students� blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.Keywords: Teaching writing, ESL writing, weblogs, blogging, TPACK, SAMR

scholarly journals A Systematic Review of the Challenges and Solutions of ESL Students‟ Academic Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1169-1171
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Esl Students ◽  
Learning Collaborative ◽  
Cognitive Approach ◽  
Malaysian Students

Research studies on ESL writing are more interested in providing operational writing strategies for academic writing. However, there are not many studies on challenges faced by students and their solutions. The main aim of this paper is to provide a systematic literature review of academic writing studies which focused on investigating students’ academic writing challenges and their solutions. The papers used in this study were published from 2010 until 2019. A systematic search of literature proposed in this paper employs the exploratory approach for identifying and evaluating twenty-seven articles published in the authentic Journals. The themes of the review are divided into two categories, one which is related to ESL Malaysian students and another category is regarding non-Malaysians, this is due to the context of the study which will be conducted in Malaysia and therefore a review of studies done on Malaysian student academic writing is justified. The review shows there is a broader context of ESL students’ academic writing challenges and factors influencing students’ academic writing skills. In addition, as mentioned above, the review clearly shows the highlight of previous studies was on strategies which help improve students writing skills. As a conclusion, the review signifies that there are three major enormous challenges faced by ESL students in academic writing, such as teaching methods, students’ attitude towards English, and language ability. And the solutions to the challenges are to employ active learning English language teaching methods, for example, Task-Based learning (TBL), Blended learning, Collaborative learning and cognitive approach, in teaching writing.

scholarly journals The Critical Situation

2020 ◽  
Author(s):  
Thomas Basbøll
Keyword(s):  
Academic Writing ◽  
Academic Competence ◽  
Academic Work ◽  
Academic Discourse ◽  
Rhetorical Situation ◽  
The Core ◽  
Critical Situation ◽  
Academic Writer ◽  
A Performance

Academic writing is the art of writing down what you know for the purpose of discussing it with other knowledgeable people. In so far as students and scholars approach it in these terms, they often tend to focus on the role of knowledge. Students imagine that they must demonstrate what they know to their examiners (who know more than they do) and scholars imagine that they must communicate what they know to their colleagues (who don’t yet know their results). This is completely understandable since knowledge is at the core of academic work, but both scholars and students sometimes lose sight of the discussion. They think of the discourse as a performance rather than a conversation. In this paper, therefore, I will explore the formation of academic discourse and the building of academic competence in terms of the rhetorical situation (not just the epistemic resources) of academic readers and writers.  This shift of focus has some important implications. Academic writing is not merely the communication of ideas or the transmission of facts; much more importantly, it is the exposure of ideas to criticism. The academic writer is not interested in “ideas worth spreading,” to invoke the famous slogan of TED talk, but in ideas worth testing. To sharpen the point, we might say that academic writers are always writing for people who are qualified to tell them that they are wrong. As writing consultants and information specialists, we help scholars and students face this situation squarely. 

scholarly journals Reading - Based Writing Model: A blended learning alternative

2021 ◽  
Vol 6 (2) ◽  
pp. 164-180
Author(s):  
Yenni Rozimela
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Relevant Literature ◽  
Writing Skills ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Validation Process ◽  
Efl Learners

ABSTRACT Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to assist learners is having them explore information to write through reading topic and genre- related sources extensively. This article seeks to explain the result of a study employing R&D method to develop a Reading-Based Model to teach academic writing. It will report the results of the needs analysis briefly and then explain the model itself. The data about the students' needs of writing according to the students and the writing lecturers were collected through questionnaire and interview. The results of needs analysis and relevant literature confirmed that reading prior and during writing is elemental. The syntax of the model was developed on the basis of literature dealing with the principles of reading-writing relations and the Genre-based Approach. It consists of 4 main stages. Some activities within each stage can be carried out online. The model has gone through a validation process by two experts (two experienced lecturers teaching writing skills). The model was considered valid by the experts; a few recommendations were concerned with additional activities.

scholarly journals Teaching Writing Skills in English for Tourism by Employing Travel Writing

2021 ◽  
pp. 177-196
Author(s):  
Jasna Potočnik Topler
Keyword(s):  
Travel Writing ◽  
Final Stage ◽  
Teaching And Learning ◽  
Writing Skills ◽  
English For Specific Purposes ◽  
Teaching Writing ◽  
Learning Experiment ◽  
Successful Method ◽  
Literary Tourism

This chapter examines teaching writing skills in English for Tourism by employing travel writing, which is not only a tool for teaching linguistic skills, but also encourages students to develop research interests and storytelling techniques. When travel writing was introduced to undergraduate and MA students during the English lessons the role of languages in Tourism, Tourism Discourse and Literary Tourism was also discussed with them. As part of the English assignment, students were asked to produce their own travel writing texts, which were discussed, reviewed by their teacher, re-written and – in the case of Master students – at the final stage, also published as an example of a teaching and learning experiment. Thus, this chapter presents travel writing as a successful method of developing travel writing skills inside the English for Specific Purposes classes.

scholarly journals “I pictured my little sister when writing” – Teacher and Student Experiences with Training Audience Awareness in a Television Studies Seminar

2020 ◽  
Vol 10 (1) ◽  
pp. 171-179
Author(s):  
Regina Leonie Schmidt
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Teaching Writing ◽  
Student Experiences ◽  
Television Studies ◽  
English Department ◽  
Writing Assignment ◽  
Evaluation Of Training ◽  
Audience Awareness ◽  
Students Success

Training audience awareness is a significant but challenging task for teaching academic writing. To integrate the teaching of television studies with writing skills, I designed a BA seminar when working as a lecturer in the English department of a German university in 2015. I present my experience with and my students’ evaluation of training audience awareness as part of this seminar. The evaluations confirmed students’ increased awareness of the importance of incorporating audience-directed elements in writing, but indicated that the task had created obstacles, for example, regarding students’ reading comprehension. I retrospectively analyze my teaching approach and discuss possible reasons for my students’ success and difficulties with the writing assignment, and make suggestions for changes that may have better supported their learning process. I, therewith, aim to foster the integration of teaching writing within, across, and beyond disciplinary audiences in discipline-specific courses.

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