scholarly journals Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

2021 ◽  
Vol 6 (1) ◽  
pp. 50
Author(s):  
Kristian Florensio Wijaya
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Metacognitive Awareness

scholarly journals Writing Gravity: International Female Graduate Students’ Academic Writing Experiences

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Abir Aly Eldaba ◽  
Janet Kesterson Isbell
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Ways Of Knowing ◽  
Critical Study ◽  
Graduate Degree ◽  
Writing Assignments ◽  
Marginalized Groups ◽  
Language Writing

In a critical study, researchers explored academic writing experiences of three international female graduate students at a southern U.S. university in order to understand their perspectives of themselves as writers across cultures, their experiences with academic writing, and their coping strategies for academic writing assignments. Findings revealed participants’ challenges and self-doubts about second-language writing abilities. Participants both challenged disconfirmation of their writing and at times were submissive as they negotiated a graduate degree program. The study demonstrates need for universities to recognize marginalized groups’ knowledge and ways of knowing and to create spaces to discuss new possibilities for academic writing experiences among international students.

Creating a Support Structure for Academic Writing and Publication Support

2015 ◽  
pp. 21-37
Author(s):  
Tonette S. Rocco ◽  
Lori Ann Gionti ◽  
Cynthia M. Januszka ◽  
Sunny L. Munn ◽  
Joshua C. Collins
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Center ◽  
Writing Centers ◽  
Scholarly Writing ◽  
Support Structure ◽  
Writing For Publication ◽  
Insight Into ◽  
The Way

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and how to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs but rather to course-specific needs of undergraduate students. This chapter presents and explains the principles underlying Florida International University's establishment of The Office of Academic Writing and Publication Support, an office specifically designed to aid the scholarly writing efforts of graduate students and faculty. In doing so, this chapter aims to describe strategies and programs for the improvement of scholarly writing, provide insight into the kind of learning that can take place in a university writing center, and reflect on successes and missteps along the way. This chapter may be especially helpful to educators who seek to create similar offices or services at their own institutions.

scholarly journals Genre Pedagogy and Bilingual Graduate Students’ Academic Writing

Publications ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 8 ◽  
Author(s):  
Teresa Morell ◽  
Susana Pastor Cesteros
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Applied Linguistics ◽  
Research Question ◽  
Discourse Community ◽  
Graduate Course ◽  
Positive Effects ◽  
Research Article ◽  
Genre Awareness ◽  
Analysis Task

Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners’ subsequent generic practices. In this study, we describe the genre-based approach used in a bilingual (English and Spanish) Applied Linguistics graduate course, which aimed to enhance students’ research genre awareness to allow them to be better able to confront their own work as investigators. The description of the course is followed by a study to determine if and how a research article discourse analysis task influenced the students’ academic writing in their own papers. Our research question was the following: To what extent can course instruction influence students’ academic writing? The study entails a survey to elicit students’ perspectives on the influence of the course and its tasks on their academic writing, as well as teachers’ comments on the students’ written work. Although learning to do research at the graduate level requires a broad range of competencies that go beyond genre awareness, the findings from the survey confirmed the positive effects of genre knowledge gains in accomplishing further research goals.

Enhancing the English Language Ability of Postgraduate Research Students

2020 ◽  
pp. 84-96
Author(s):  
Johnson Ocan
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
English Language ◽  
Language Ability ◽  
Resource Setting ◽  
Low Resource Setting ◽  
Postgraduate Level ◽  
English Language Ability ◽  
Good Writing ◽  
Research Students

The chapter discusses opinions about grammar as a prescriptive diction in academic writing. It also argues that the problem of personal pronouns can be used to analyze the language used by post-graduate students in low-resource setting and others whether in speech or writing, in non-literally discourse or literature. The chapter analyzes four maxims of good writing: Make your language easy to follow; be clear; be economical; and be effective. To successfully create knowledge, especially at postgraduate level, authors must communicate concisely to present their sense.

Academic writing for graduate students

1995 ◽  
Vol 14 (2) ◽  
pp. 175-179 ◽  
Author(s):  
Diane D. Belcher
Keyword(s):  
Graduate Students ◽  
Academic Writing

scholarly journals Energizing Students’ Academic Writing Competence through Research Group Activity (A Supervisor Intervention)

2019 ◽  
Vol 6 (2) ◽  
pp. 589
Author(s):  
Lastika Ary Prihandoko
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Research Group ◽  
Native Speakers ◽  
Descriptive Analysis ◽  
Qualitative Approach ◽  
Group Activity ◽  
Interview Method ◽  
Writing Competence ◽  
Selection Of

The outcome of having a manuscript published in reputable international journals leads students to various challenges. The supervisor has an essential role in succeeding students to achieve this goal. This study aims to determine the position of the supervisor in guiding students to have a publication in reputable international journals by a research group activity. This study focuses on retrieving data from three non-native speakers (NNS) supervisors who guide graduate students majoring in chemistry who have manuscripts published in reputable international journals. Data obtained by interview method. This research uses the qualitative approach with descriptive analysis. Based on the data collected, the mentor has a crucial role in succeeding the students to have reputable international manuscript publications. Interventions conducted by supervisor varied from the selection of a title to the choice of journal publisher.

scholarly journals Writing the Literature Review: Graduate Student Experiences

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Lori Walter ◽  
Jordan Stouck
Keyword(s):  
Graduate Students ◽  
Literature Review ◽  
Doctoral Students ◽  
Academic Writing ◽  
Research University ◽  
Graduate Program ◽  
Service Providers ◽  
Student Experiences ◽  
Academic Literacies ◽  
Graduate Degrees

Difficulties with academic writing tasks, such as the literature review, impact students’ timely completion of graduate degrees. A better understanding of graduate students’ perceptions of writing the literature review could enable supervisors, administrators, service providers, and graduate students themselves to overcome these difficulties. This paper presents a case study of graduate students at a secondary campus of a Canadian research university. It describes survey data and results from focus groups conducted between 2014 and 2015 by communications faculty, writing centre staff, and librarians. The focus group participants were Master’s and Doctoral students, including students situated within one discipline and those in interdisciplinary programs. The questions focused on the students’ experiences of writing the literature review as well as the supports both accessed and desired. Data analysis revealed four themes: (a) literature review as a new and fundamental genre; (b) literature review for multiple purposes, in multiple forms, and during multiple stages of a graduate program; (c) difficulties with managing large amounts of information; and (d) various approaches and tools are used for research and writing. Using an academic literacies approach, the paper addresses implications for campus program development and writing centre interventions and furthers research into graduate students’ experiences of writing literature reviews.

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