scholarly journals Writing strategies by beginning authors of academic genre

2019 ◽  
Vol 9 (1) ◽  
pp. 20
Author(s):  
Abdul Syahid
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Process ◽  
Contextual Factors ◽  
Writing Strategies ◽  
Collective Case Study ◽  
English Departments ◽  
Academic Genre

<p>Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collected. The data gathered were repeatedly examined in order to discover some reoccurring patterns. The inductive process delineated the strategies used by the participants when dealing with academic writing. The results show that, in order of priority, the writing strategies employed in their initial writing careers were social, affective, compensation, and cognitive ones. This study contributes to the knowledge of social or contextual factors in writing English academic papers by illustrating which strategies were used and how in order to cope with the writing process. It also suggests writing strategies be adopted by future authors and built in the classes of English as a foreign language. <strong></strong></p>

scholarly journals Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882038 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Academic Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
Writing Classroom ◽  
Efl Writing ◽  
Student Writers

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

scholarly journals Reading and writing

2004 ◽  
Vol 37 (2) ◽  
pp. 127-131
Keyword(s):  
New York ◽  
Hong Kong ◽  
New Zealand ◽  
Foreign Language ◽  
Academic Writing ◽  
Language Awareness ◽  
Language And Literacy ◽  
Reading Research ◽  
Language And Education

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: [email protected]). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: [email protected]). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: [email protected]). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: [email protected]). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: [email protected]). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: [email protected]). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: [email protected]). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: [email protected]). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: [email protected]) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: [email protected]). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: [email protected]). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.

scholarly journals Writer and Process: A Success Story Waiting to Happen

2019 ◽  
Vol 12 (1) ◽  
pp. 90-93
Author(s):  
Anna Carolina Peñaloza Rallón
Keyword(s):  
Academic Writing ◽  
Teaching Practices ◽  
Writing Process ◽  
Writing Strategies ◽  
Success Story ◽  
Lingua Franca ◽  
Model Structures

It is time to face the facts. Every day we are asked to write more and more in English. Our academic existence is dependent on whether we can publish in English or perish (Mauranen, Pérez-Llantada, & Swales, 2010).  English has become the lingua franca of science and knowledge, but what happens when the structures and rules of standard Academic Writing seem to be against us?  Well, writers learn to adapt. We use translators, copy model structures, look for outside help, hire proofreaders, and talk to teachers. Despite our efforts, only a few writers become successful. What if we could find a solution within our own context? What if these successful writers had a secret to share with the rest of us? After all, every individual has been through a “writing process”, a series of events that have shaped the writer. By looking at the events that made successful writers who they are, we could understand how to better improve teaching practices in writing, develop efficient writing strategies, and promote individual writing styles all within our own context.

scholarly journals La escritura de tesis de posgrado en el área de investigación educativa. El acompañamiento, una pieza clave

2012 ◽  
pp. 69-86
Author(s):  
Lic. Glendy Guadalupe Martín Torres
Keyword(s):  
Dynamic Process ◽  
Research Study ◽  
Writing Process ◽  
Collective Case Study ◽  
Case Study Design ◽  
Work Strategies ◽  
Grammatical Errors ◽  
Thesis Writing ◽  
Author Position

En este artículo se presenta un trabajo de corte cualitativo tipo estudio de caso, cuyos objetivos son: describir el proceso de escritura de tesis, la participación de otras personas en este proceso así como las dificultades de escritura durante esta producción. En los resultados se identifican seis etapas en la escritura de la tesis acompañadas por el asesor; entre las dificultades están: desconocimiento del género tesis; falta de claridad y orden en la expresión de las ideas; posicionarse como autor, y errores gramaticales. La escritura de tesis de posgrado en este estudio es un proceso individual, guiado principalmente por el asesor, no exento de dificultades y errores al ser el inicio en la escritura científica, así como un primer acercamiento para insertarse en la comunidad de investigadores.AbstractThis research study was approached from a qualitative view with an instrumental and collective case study design. The objectives are to describe the process of thesis writing, the participation of others in this process and the difficulties of writing. As for the writing process of the graduates, it has been concluded that it is a recurrent and dynamic process around six core activities, through different work strategies accompanied by tutor, among the difficulties are: lack of gender theory, lack of clarity and order in the expression of ideas as the author position, and grammatical errors. Writing a thesis is an individual process, guided primarily by the tutor, not without difficulties and errors when starting with scientific writing and a first approach to attach to the research community.Recibido: 14 de junio de 2011 Aceptado: 29 de febrero de 2012

scholarly journals Perspectives on Counselor Education Collaborative Scholarship

2021 ◽  
Vol 9 (2) ◽  
pp. 36
Author(s):  
Michael Brooks ◽  
Jeff Wolfgang ◽  
Justin Adams ◽  
Kim Lee Hughes
Keyword(s):  
Counselor Education ◽  
Academic Writing ◽  
Natural Extension ◽  
Research Practice ◽  
Scholarly Work ◽  
Collective Case Study ◽  
Multiple Case ◽  
Collaborative Working ◽  
Case Design

A collective case study employs a multiple-case design to investigate engaging, collaborative academic writing methods in counselor education. The researchers were particularly interested in understanding successful collaborative counseling research practices centered around Harshada Patel CoSpaces Collaborative Working Model (CCWM). Analysis from two rounds of interviews with 11 participants revealed the central tenets needed to complete scholarly work in Counselor Education. The researchers discovered leadership, institutional capacity, and communication as the three major categories based on the transcription content analysis. According to the results, counselor educators can embrace collaboration into their research practice and identity as it is a natural extension of humanistic philosophy.

scholarly journals TURNITIN WASHBACK EFFECT: EFL STUDENTS’ METHODS OF AVOIDING PLAGIARISM ON ACADEMIC WRITING

2020 ◽  
Vol 19 (2) ◽  
pp. 198-210
Author(s):  
Westi Haryanti Utami
Keyword(s):  
Foreign Language ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
English Education ◽  
Plagiarism Detection ◽  
Postgraduate Students ◽  
English As Foreign Language ◽  
Efl Students ◽  
Detection Software

Academic dishonesty is a major issue in the current educational problem, especially in academic writing. One of the most crucial practices of academic dishonesty is plagiarism. In order to prevent it, many universities worldwide use Turnitin as one of the plagiarism detection software for the solution to fighting plagiarism. Therefore, this study aimed to identify the methods used by English as Foreign Language (EFL) students in avoiding plagiarism on their academic writing. A case study at a university in Indonesia was conducted. Six postgraduate students of English Education major were chosen as the participants to be interviewed regarding the utilization of Turnitin. From the students’ responses, in avoiding plagiarism, they get the idea to write from observing their surroundings, following their passion and reading a lot. Moreover, in the process of writing academically from sources, they also employ patchwriting, citing the sources correctly, self-reading, re-checking the sources, checking to other plagiarism detection software and learning about Turnitin. However, in order to decrease the similarity percentage of their papers, they were also deleting the similar-detected part and even changed the paper. Therefore, it is recommended for the students, teachers, and institutions to concern more on how to write from sources as the part of learning to write rather than rely too much on the originality report from Turnitin.

scholarly journals Strategies of Writing Used by the Students of Higher and Lower Proficiency Level: A Case Study

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Md. Ruhul Amin
Keyword(s):  
Academic Writing ◽  
Structured Interview ◽  
Low Achievers ◽  
High Achievers ◽  
Writing Strategies ◽  
Writing Quality ◽  
Proficiency Level ◽  
Program Language ◽  
Method Approach

<p><em>The objectives of the current study were to determine the types of writing strategies used by the students and to describe the differences of writing strategies utilization between high and low achievers. This research was conducted at academic writing program, Language Training Center of NPI University of Bangladesh. The subjects were three of high achievers and three of low achievers who had enrolled in the program. The study applied a qualitative method approach. Structured interview and open-ended questionnaire based on Cazrl and Petric writing strategies, inventory were employed in collecting data. The result showed that all twenty writing strategies investigated in this research were employed by the subjects; secondly, high proficiencies employ writing strategies more frequently than those with low proficiencies. The implication of the study is that by understanding the writing strategies, employment of the high and the low students to upgrade the students writing quality into a better writing.</em></p>

scholarly journals AN ANALYSIS OF STUDENTS’ LANGUAGE LEARNING STRATEGIES IN ACADEMIC WRITING

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Restu Winarsih ◽  
Urai Salam ◽  
Dwi Riyanti
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Academic Writing ◽  
Writing Skills ◽  
Writing Strategies ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
English Academic Writing

This research was aimed to investigate students’ writing strategies in enhancing their English academic writing skills. This case study interviewed two students from English Department to reveal students’ strategies in academic writing. The data were collected using semi-structured interviews and document reviews. The findings showed that the two students who categorized as good language learners in writing skills employed all five writing strategies as proposed by Mu (2005) in their writing process. The data showed that metacognitive strategies and social/affective strategies were used most by the students. The strategies were organizing strategies, resourcing, setting goals, reviewing and editing, and avoidance strategies. The data also indicated that the two students were not achieving the goal of learning instantly. They employed strategies effectively in their individual learning in enhancing their writing skills.

Sign in / Sign up

Export Citation Format

Share Document