scholarly journals Digital Storytelling in the Multilingual Academic Writing Classroom: Expanding the Possibilities

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Joel Bloch
Keyword(s):  
Academic Writing ◽  
Digital Storytelling ◽  
Writing Classroom

scholarly journals Expanding Definitions of Academic Writing: Family History Writing in the Basic Writing Classroom and Beyond

2010 ◽  
Vol 29 (1) ◽  
pp. 56-77
Author(s):  
Sherry Rankins-Robertson ◽  
Lisa Cahill ◽  
Duane Roen
Keyword(s):  
Family History ◽  
Academic Writing ◽  
Basic Writing ◽  
Writing Classroom ◽  
History Writing

scholarly journals Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

2020 ◽  
Vol 10 (1) ◽  
pp. 154-164
Author(s):  
Shawna Shapiro
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Lived Experience ◽  
Academic Writing ◽  
Social Inclusion ◽  
Teaching Practice ◽  
Writing Classroom ◽  
Higher Education Research ◽  
Inclusive Pedagogy ◽  
Building Community

This practice-oriented article considers two questions: What does higher education research tell us about student conceptions and experiences with inclusivity? What are the implications of this research for academic writing classrooms and curricula? I first review key themes and findings from research on the nature of social inclusion in higher education, including interviews conducted with undergraduates at my institution. I then consider how academic writing scholars have (and have not) taken up the concept of inclusivity within our policies, curricula, and instruction. Finally, I identify four areas we can focus on as a way to deepen our commitment to inclusive pedagogy: building community, inviting lived experience, preparing students for discomfort, and talking openly about equity. I conclude with examples of how I am working toward those goals in my own teaching practice.

scholarly journals Developing Academic Thinking in the EFL Writing Classroom: A Rationale for General-academic Writing Assignments

2020 ◽  
Vol 28 ◽  
pp. 125-134
Author(s):  
Jan Zalewski
Keyword(s):  
College Students ◽  
Academic Writing ◽  
Academic Discourse ◽  
Subject Position ◽  
Fundamental Aspect ◽  
Writing Classroom ◽  
Writing Assignments ◽  
Efl Writing

With the evidence for disciplinary variation in academic discourse constantly growing, the idea of teaching core academic thinking in writing seems to have become increasingly problematic. The paper offers a rationale for two general-academic writing assignments, each focusing on teaching one fundamental aspect of what is defined as the intellectual stance underlying academic writing in general. The two aspects are problematizing and subject position. Problematizing and assuming a new subject position in the context of academic writing prove to be troublesome tasks for many entering college students. The assignments are designed to help students cope with these problems.  They are based on a reactive approach rather than on modelling academic discourse, with the teacher helping students to reflect on their rendering of familiar experiences.

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.

Flipping the Academic Writing Classroom

2019 ◽  
pp. 1808-1836
Author(s):  
Steven Kirk ◽  
David Casenove
Keyword(s):  
Academic Writing ◽  
Flipped Classroom ◽  
English Language ◽  
English Language Teaching ◽  
Writing Classroom ◽  
Flipped Learning ◽  
Video Content ◽  
Classroom Context ◽  
Writing Class ◽  
Primary Means

Over the past two decades, flipped learning has become a buzz word in education discussions. Flipped learning was first applied to science teaching, where lecture has traditionally been the primary means of delivering new content to students (Bergmann & Sams, 2012). While many teachers have heard the term, it is often not well understood, and its application to English language teaching has not yet been explored in depth. This chapter aims to show how the flipped learning paradigm can be applied to an EFL academic writing class. This will be supported with empirical research involving surveys of students in an EFL scientific writing class, to examine how students interact with the video content, and their perceptions of the flipped learning format. This research differs from most previous research in focusing on how students are interacting with the materials in a flipped classroom context, rather than only focusing on the learning outcomes.

Benefits of Freewriting in an EFL Academic Writing Classroom

ELT Journal ◽  
2020 ◽  
Vol 74 (3) ◽  
pp. 318-326
Author(s):  
Jeongyeon Park
Keyword(s):  
Academic Writing ◽  
Thinking Skills ◽  
Writing Classroom ◽  
Test Analysis ◽  
Writing Anxiety ◽  
Writing Test ◽  
Positive Attitudes ◽  
Writing Class ◽  
Efl Students ◽  
Student Reflections

Abstract This study explores possible benefits of freewriting for EFL students’ writing anxiety and fluency. Thirty university students who were enrolled in an academic writing class participated in the study. Pre- and post-writing anxiety surveys, freewritings, pre- and post-essays, and student reflections were collected as data. The study found that EFL students experience varying degrees of writing anxiety, and anxious students tended to perform poorly on the writing test. Analysis of 540 freewritings revealed that all students’ fluency improved as the semester progressed, showing a similar trend. Students generally reported positive attitudes toward the freewriting activity. They largely agreed that it improved their confidence, lessened their fear of evaluation, and deepened their thinking skills, but they disliked the absence of feedback, the topic selection, and the activity’s time limits. Benefits, possible adaptations, and the pedagogic value of freewriting were also discussed in the study.

Sign in / Sign up

Export Citation Format

Share Document