scholarly journals Academic Writing Students’ Affective Reactions towards Joint Reconstruction Phase of Reading to Learn

2017 ◽  
Vol 17 (2) ◽  
pp. 251
Author(s):  
Listyani Listyani
Keyword(s):  
Academic Writing ◽  
Teaching Method ◽  
Collaborative Writing ◽  
Video Recording ◽  
Affective Reactions ◽  
Joint Reconstruction ◽  
Writing Class ◽  
Language And Literature ◽  
Writing Course ◽  
Reading To Learn

Academic Writing can be considered a difficult writing course which can make students exhausted and even frustrated. The principle of the more you read, the better you write may be applicable to this course. One way to make students write better is by asking them to read more and giving them some model texts to learn. Asking them to work collaboratively with their peer students can also help. The series of steps are included in Reading to Learn (R2L) teaching method that I developed for my Academic Writing Class in Semester II/ 2015-2016 Academic Year. This study mainly tried to describe how introverted and extroverted students of an Academic Writing class of the Faculty of Language and Literature, Universitas Kristen Satya Wacana Salatiga, Indonesia, reacted to the phase when they were supposed to work with their peers to produce an outline and an essay. Among other 21 students in the class, five who were found to be introverted, and five other extroverted, became the respondents of the study. They were selected based on questionnaires they filled in the previous semester. Data were mainly derived from journals that they submitted every time they passed a step, and also from observation done through video recording during the whole semester. Findings show that the ten students showed different affective reactions towards collaborative writing

Academic Writing Teaching Method for Arab Students: A Case Study in a Health Sciences University in the U.A.E

2021 ◽  
Vol 2 (3) ◽  
pp. 8-19
Author(s):  
Omnia Ibrahim
Keyword(s):  
United Arab Emirates ◽  
Academic Writing ◽  
Teaching Method ◽  
Health Sciences ◽  
Sentence Structure ◽  
Writing Course ◽  
Before And After ◽  
Arab Students ◽  
Potential Methods ◽  
English Academic Writing

This study examines the difficulties faced by Arab students in the tertiary level in creating a well-written paragraph in English academic writing. The participants were approximately 40 students from RAK Medical and Health Sciences University located in Ras Al Khaimah in The United Arab Emirates. The study’s significance is to propose potential methods and solutions for academic English instructors to improve the students’ performance by designing a writing course based on the pre-and post-tests that were used to monitor students’ progress in writing before and after the course of Academic writing. Pre-tests were conducted to analyze the needs of the students. The analyses revealed that the participants had trouble using the writing fundamentals like grammar, vocabulary, and sentence structure. After implementing the course topics, the results of the post-tests showed changes in the students’ academic writing performance. The study concludes that to obtain the best results from the courses of English Academic writing, the course should be based on the difficulties faced by the students. It also shows that before applying any academic writing course, the instructor has to carry out an error or needs analyses to identify the weak points of the group, then the course can be designed accordingly.

scholarly journals Detection of Common Errors in Turkish EFL Students’ Writing through a Corpus Analytic Approach

2017 ◽  
Vol 10 (10) ◽  
pp. 159 ◽  
Author(s):  
Elif Tokdemir Demirel
Keyword(s):  
Academic Writing ◽  
English Language ◽  
First Year ◽  
Plagiarism Detection ◽  
Writing Difficulties ◽  
Lexical Categories ◽  
Language And Literature ◽  
Writing Course ◽  
Efl Students ◽  
Concordance Program

The present study aims to explore Turkish EFL students’ major writing difficulties by analyzing the frequent writing errors in academic essays. Accordingly, the study examined errors in a corpus of 150 academic essays written by Turkish EFL students studying at the Department of English Language and Literature at a public university in Turkey. The essays were written on assigned topics as take home exam papers or assignments in the context of a first year academic writing course. The corpus consisted of essays of various lengths ranging from 500 word essays to 1500 word essays. The essays were compiled into a corpus and analyzed by using a concordance program. The essays were also checked for plagiarism using the online plagiarism detection software and plagiarized essays were excluded from the analysis. Errors were classified by using an error classification system which was organized according to lexico-grammatical categories. The resulting categories consisted of mostly syntactic and lexical categories of error but academic style errors were considered as well. As a result of the analysis, in terms of error categories, the most frequent errors were observed in the verb related error categories. When considered individually, the most frequent errors were observed in noun modification and were mostly interference related.

Designing a Wiki-Based Course for Enhancing the Practice of Writing Skills in the 21st Century

2016 ◽  
pp. 259-279
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Social Support ◽  
Saudi Arabia ◽  
Medical Students ◽  
21St Century ◽  
Academic Writing ◽  
Collaborative Writing ◽  
Process Approach ◽  
English For Specific Purposes ◽  
Writing Course ◽  
Teaching Of Writing

This chapter describes an intervention of a wiki-based course to enhance the practice of academic writing through the process approach. This course was experimented on a freshmen year class of medical students learning English for specific purposes at a university in Saudi Arabia. This chapter draws on the relevant theories and their relationship to the practice of wikis in learning academic writing. Wikis have been introduced into the teaching of writing to afford collaborative assistance and social support. Accordingly, the chapter demonstrates the structure of the course and details the systematic organization between the in-class teaching and on-wiki practice. The intervention of a wiki-based writing course gives emphasis on the background of the tasks assigned. It points out the essential characteristics of the structure of wiki interface that would enable learners to accomplish the process-oriented wiki-mediated collaborative writing (PWMCW) tasks. This new practice reveals the evaluation of this course with its writing tasks, based on the learners' perspectives.

Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course

2021 ◽  
Vol 13 (2) ◽  
pp. 73-95
Author(s):  
Heejin Chang ◽  
Scott Windeatt
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Digital Literacy ◽  
Collaborative Writing ◽  
Literacy Skills ◽  
Student Writing ◽  
Learning Approach ◽  
Writing Course ◽  
Student Reactions ◽  
Writing Practice

This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.

scholarly journals Tech-Rich Instruction: Raising Students’ Awareness against Plagiarism in Academic Writing

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Zaini Rohmad ◽  
Dewi Sri Wahyuni
Keyword(s):  
Academic Writing ◽  
Teaching Method ◽  
Language Skills ◽  
Traditional Teaching ◽  
Teaching With Technology ◽  
Level Of Education ◽  
Writing Class ◽  
Rich Instruction ◽  
The University ◽  
Academic Year

Plagiarism is an intolerant action in the circumstances of education; it is stealing or cheating any papers, ideas, and things related to someone’s works. This is a harmful offence with academic, professional, legal, and monetary consequences when someone is proved as a plagiarist. Students can be expelled from the class when they cheat colleagues’ works; the worst is that the university can retract their certificate of graduation when their manuscripts are investigated and proved as result of copying other works. Regarding to its danger, pla-giarism has to be avoided trough establishing curriculum in higher level of education. Teacher and lecturer should provide their lessons, especially in language skills, with awareness of the plagiarism danger to the students. A skill of language that most easily susceptible and detected in plagiarism is writing. Since writing is not a gift skill as listening, students need to learn how to write properly. Simply, when they are not able to rewrite someone’s statements with their own wording, students are doing plagiarism. This article reporting at a descriptive qualitative research aimed at describing the teaching method to raise students’ awareness toward the danger of plagiarism which is applied by a lecturer in Academic Writing Class of EED - UNS for the academic year 2016. She believes that when the students have awareness in the risks or consequences of plagiarism, they will act for not doing plagiarism in their works. She supports her conventional way of teach-ing with technology of plagiarism checker. The method of enrichment traditional teaching with technology is known as Tech-Rich Instruction (not blended learning). This Tech-Rich Instruction she applied is successful-ly raising her students’ awareness in the danger of plagiarism and leads to the efforts of avoiding plagiarism in academic writing.

scholarly journals Writing-4-Sharing

2004 ◽  
Vol 36 (2) ◽  
pp. 39-48
Author(s):  
Shiao-Chuan Kung ◽  
Ting-Wen Liang
Keyword(s):  
Collaborative Writing ◽  
Electronic Portfolios ◽  
Web Based ◽  
Peer Reviewing ◽  
Essential Components ◽  
Writing Class ◽  
Writing Course ◽  
Language Writing ◽  
Administrative Tasks ◽  
Pedagogical Goals

This paper describes a web-based application that facilitatesthe meeting of pedagogical goals of process-oriented writing.The system supports the teaching strategies used in an EFL(English as a Foreign Language) writing class and allows theconstruction of electronic portfolios. It allows for onlinesubmission, peer-review, marking and revision of papers andperforms administrative tasks. It also makes possible th1esmooth completion of collaborative writing, process writingand peer reviewing activities, all essential components of thecurriculum of an EFL writing course.

scholarly journals Promoting Academic Writing Students’ Skills through “Process Writing” Strategy

2018 ◽  
Vol 9 (4) ◽  
pp. 173
Author(s):  
Listyani
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Second Language Writing ◽  
Teaching Strategy ◽  
Video Recording ◽  
Process Writing ◽  
Writing Class ◽  
Writing Students ◽  
Writing Strategy ◽  
Language Writing

Writing in a second language is complex, and complicated, mainly because of by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). Teachers therefore, whether they like it or not, have to select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their Academic Writing class is Process Writing strategy. This study shows information on a teaching strategy named Process Writing which was applied to one group of Academic Writing class in Semester II, 2016-2017. Research took place from January to April 2016. This group was taught using Process writing teaching strategy, with the hope of helping students improve in both their reading and writing skills. There were 20 students altogether in this group. One central question to be answered in this study is: How effective is Process writing strategy when it is used to teach Academic Writing students? Instruments used were pre-tests, post-tests, direct observation, video-recording; and weekly journals that students had to write every time they passed a stage of the Process Writing. From the statistical analysis as well as from students’ perceptions, one main conclusion can be drawn, that is, Process writing is effective to teach Academic Writing. Another conclusion which is not less significant is that Process Writing can be used to teach any level of education, not to mention in tertiary education, provided that lecturers adjust the materials as well as level of difficulty. One last conclusion is that every strategy that teachers will apply in their classroom is very context-dependent. That is, it depends on the class situation, which varies from one class to another. The context, atmosphere, as well as situation of the class became the factors that contribute to the effectiveness and success of a strategy. This piece of research is hoped to benefit both lecturers as well as students of second language writing. Pedagogically, this research can enrich another source of literature in terms of teacher strategy in teaching second language writing.

scholarly journals Exploring the Use of Focused Freewriting in Developing Academic Writing

2007 ◽  
Vol 4 (1) ◽  
pp. 46-60
Author(s):  
L. Y. Li ◽  
Keyword(s):  
Academic Writing ◽  
Wide Spectrum ◽  
Writing Strategies ◽  
Student Writing ◽  
Pedagogical Tool ◽  
Beneficial Effects ◽  
Writing Class ◽  
Writing Course ◽  
Emerging Themes ◽  
Enhance Student Learning

Focused freewriting, broadly defined as writing without stopping and editing about a specific topic, has been viewed and used as a powerful tool for developing student writing in a wide spectrum of educational contexts. This study aimed to further explore the use of focused freewriting in the context of promoting students’ academic skills development, particularly in the area of academic writing. The study was conducted in an intensive writing course provided for students from diverse disciplines during which focused freewriting was employed throughout the entire program to help students develop understanding of academic writing and effective writing strategies. The analysis of student freewriting and student feedback to the course reveals several emerging themes, which highlight the beneficial effects of using focused freewriting as a pedagogical tool in the intensive writing course. The study provides suggestions for utilising focused freewriting as an empowering learning tool beyond the writing class to enhance student learning in the disciplines.

scholarly journals ¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course

2021 ◽  
Author(s):  
Sergio Ruiz-Perez ◽  
Gema Lopez-Hevia
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Bilingual Education ◽  
Language Use ◽  
Collaborative Writing ◽  
New Approach ◽  
Student Writers ◽  
The Past ◽  
Writing Class ◽  
Writing Course

In the past decade, the second language acquisition (SLA) field has challenged the understanding of bi/multilingual speakers and even second language (L2) learners (Valdés, 2005). This multilingual reconception has brought the use of translingual practices to the forefront of the SLA discussion. Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García & Wei, 2014). Discussions of specific pedagogical applications of translingualism have remained limited and have been regarded as speculative (Gervers, 2018; Matsuda, 2014). It is still unclear how such pedagogies would address the diverse needs of bi/multilingual student writers. Based on the need to further understand the use of translanguaging in the classroom, the present article explores the translingual practices and attitudes of students in a Spanish undergraduate writing class that permitted flexible use of translanguaging. Results from surveys and interviews suggest that students can better focus on the message they want to convey without linguistic pressure. Additionally, pairing students for collaborative writing enhances their overall drafting development.

scholarly journals Enhancing Academic Writing Skills through “Reading to Learn” Strategy

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Listyani
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Teaching Strategy ◽  
First Language ◽  
Writing Skills ◽  
Writing Class ◽  
Learn Strategy ◽  
Reading To Learn

Writing in a second language is different from writing in one’s mother tongue. Writing in a second or foreign language is undeniably more difficult than writing in the first language. Therefore, it is imperative for teachers to understand that there are many differences between first language (L1) and second language (L2) writing. Second language writing is complexified by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). On that ground, teachers should select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their academic writing class is Reading to Learn strategy. This study presented information on a teaching strategy named Reading to Learn applied to one group of Academic Writing class. One group was taught using Reading to Learn teaching strategy, with the hope of helping students improve in both their reading and writing skills. This study was conducted in a writing course consisting of 20 students. Academic Writing is the highest writing class before students go to thesis proposal writing at the English Department of UKSW Indonesia. One central question to be answered is: How effective is Reading to Learn strategy when it is used to teach Academic Writing students? Instruments used were pre-test, post-test, direct as well as video-recorded observations, weekly journals, and interviews. In Indonesia, not many studies dealing with Reading to Learn have been done. One study was conducted by Samanhudi and Sugiarti (2013). This study reports the effectiveness of using Reading to Learn program in teaching critical writing to teacher candidates in English Language Teaching Department, Sampoerna School of Education, Jakarta. From the statistical analysis as well as from students’ perceptions, several conclusions can be drawn. First, Reading to Learn is effective to teach Academic Writing. Secondly, not all tertiary students like working cooperatively. Some prefer working individually. The next conclusion is students perceive peer review as an important part of their essay writing.

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