Texte für verschiedene Zielgruppen mehrsprachig verfassen

Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 155-174
Author(s):  
Irina Barczaitis ◽  
Ella Grieshammer
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Writing Pedagogy ◽  
Teaching Staff ◽  
Student Body ◽  
Writing Classes ◽  
Multilingual Students ◽  
European Universities ◽  
Writing Tutoring ◽  
The Way

Currently, European universities find themselves in processes of internationalisation. This internationalisation affects the internationality of the student body as well as teaching staff and researchers, the curricula, the way of organising study programmes and the level of academic writing. Writing pedagogy has to consider diverse parameters of (genre) expectations, writing traditions, scientific cultures, the multilingual background of the different players etc. and has to find ways to make students fit for academic writing in internationalised contexts, that is to help them develop multilingual academic writing skills. The International Writing Centre at Goettingen University has established a programme of workshops and writing tutoring named MultiConText that takes these factors into account. This paper explains this programme, and gives teachers of academic writing impulses on how to put into action a writing pedagogy that responds to the needs of multilingual students who write academically in an internationalised context. To illustrate this, three different tasks which foster multilingual academic writing skills will be presented with recommendations on how to implement them in writing classes.

scholarly journals Using Parallel Texts to Teach Literary Appreciation and Academic Writing Skills of M.A. Students

2020 ◽  
Vol 12 (6) ◽  
Author(s):  
Anand Mahanand ◽  
Keyword(s):  
Academic Writing ◽  
Rural Areas ◽  
First Language ◽  
Writing Skills ◽  
First Languages ◽  
University Level ◽  
Set Up ◽  
The University ◽  
Parallel Texts ◽  
The Way

In this paper I would like to report a study I have undertaken to understand whether using parallel texts would be helpful in developing literary appreciation and writing skills of M.A students. I would like to report how I got the idea to use the parallel texts, the way I collected materials and taught them for literary appreciation and writing skills following a bilingual approach. I would also like to share the outcome of my study. A group of ten students participated in the study. The students not only developed in writing skills and literary appreciation but the use of a bilingual approach gave them a sense of pride and confidence that they could use the resources available in their first language in the class and for academic set up at the university level. They were able to write good academic essays with appropriate format and structure. It also prompted them to explore more on the resources they have in their first languages. The paper suggests that such a bilingual approach helps students from rural areas and non-English medium background and who initially experience handicap in their class to cope with their studies.

7. Writing skills

2019 ◽  
pp. 118-146
Author(s):  
Emily Finch ◽  
Stefan Fafinski
Keyword(s):  
Academic Writing ◽  
Academic Language ◽  
Writing Skills ◽  
Practical Guidance ◽  
The Way ◽  
Criminology Students

This chapter discusses the elements of good written English for criminology students, with particular emphasis on the way that language is used in academic writing. It covers the use of appropriate academic language and written style, grammar, and punctuation as well as practical guidance on matters such as producing a flowing line of argument, and selecting quotations. It also contains advice on writing within the word limit.

scholarly journals Combining Movie Viewing and Guided Freewriting to Enhance Student Attitudes in a University Academic Writing Class

2015 ◽  
Vol 39 (4) ◽  
pp. 3
Author(s):  
Julia Harper
Keyword(s):  
Academic Writing ◽  
Student Attitudes ◽  
Writing Skills ◽  
Writing Classes ◽  
Student Reaction ◽  
Writing Class ◽  
Academic Assignments ◽  
Student Confidence

This study describes a combination movie watching and freewriting task used to supplement the regular materials being used in two freshman university writing classes with the aim of creating an enjoyable writing environment in which to build student confidence and skills. The study aimed to explore (1) the benefits of the task as perceived by the student participants, and (2) the benefits with regard to general writing skills as perceived by the instructor. Results showed a positive student reaction, with the majority citing both affective benefits and the improvement of various skills. In addition, teacher analysis of freewriting journals showed improvements in both speed and form over 11 weeks. The instructor also observed that students were able to apply the increased confidence and speed attained by freewriting to their academic assignments, and, at the same time, to apply some of the academic writing skills learned in the class to their freewriting. 本論では、学習者の作文技術の向上と作文に対する自信強化を図るための環境づくりを目的に、大学１年生を対象とする2つの作文クラスで通常の教材を補足する形で行われた、映画鑑賞と自由作文を組み合わせた活動に関する分析結果を報告する。第1の分析は、学生のコメントから得られたこの活動における効果に関するものである。第2の分析は、学習者の課題成果物から教師が得た効果に関するものである。学習者の大部分が課題への積極的な取り組みを見せ、この活動の情意的効果と、自身の作文技術向上を指摘した。さらに、11週にわたり行った自由作文課題の分析からは、作文のスピードや作文構成における向上が確認された。また、ウォームアップ活動としての自由作文と、同じ授業内で課されたアカデミックライティング課題それぞれから習得された作文能力・技術が、相互に効果的な影響を与えていることが認められた。

scholarly journals The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme

2019 ◽  
Vol 16 (4) ◽  
pp. 41-53
Author(s):  
Jennifer Boyle ◽  
◽  
Scott Ramsay ◽  
Andrew Struan ◽  
◽  
...  
Keyword(s):  
Academic Writing ◽  
Academic Language ◽  
Student Assessment ◽  
Writing Skills ◽  
Widening Participation ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Short Essay ◽  
The Impact

Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiplechoice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.

‘Take them Serious’: Strategic interventions to foster students' academic writing skills

2017 ◽  
Vol 3 (1) ◽  
pp. 251
Author(s):  
Sandra Abegglen ◽  
Sandra Sinfield ◽  
Tom Burns
Keyword(s):  
Academic Writing ◽  
Study Skills ◽  
Classroom Practice ◽  
Writing Skills ◽  
Critical Writing ◽  
Free Writing ◽  
Writing Habit ◽  
Writing Exercises ◽  
Successful Academic ◽  
The Way

The present paper builds on Elbow’s (1998) idea of ‘free writing’ to explore methods to foster academic writing skills. Rather than focusing on a deficit student in need of ‘fixing’, we embed ‘free writing exercises’ within classroom practice so that all students develop a critical writing habit. The aim of this paper is to explore how we enable students to find an academic ‘voice’ as we support them on the way to becoming successful academic writers. In this context, we argue for academic/study skills modules/strategic interventions that respect ‘hard to reach’ students as we build on their existing strengths and knowledge – and develop their writing skills.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

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