Enhancing and supporting the role of academic tutors in developing undergraduate writing skills: Reflections on the experiences of a social work education programme

2012 ◽  
Vol 5 (2) ◽  
pp. 27-48 ◽  
Author(s):  
Nathan Hughes ◽  
Sue Wainwright ◽  
Caroline Cresswell
Keyword(s):  
Academic Writing ◽  
Academic Support ◽  
Writing Skills ◽  
Education Programme ◽  
Independent Study ◽  
Learning Needs ◽  
Consistent Manner ◽  
Effective Use ◽  
Work Education

Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged students to reflect on their learning needs and identify priority issues for discussion with the tutor. However, barriers to its effective use remain. In particular, there was resistance amongst students to accessing academic support, due to anxieties that staff would look negatively upon those who seek help. Students expressed concern that tutors would perceive those seeking support as failing to cope with the demands of independent study, a set of skills they perceive that they were required to have on arrival at university, rather than to acquire during the course of their studies with the help and guidance of their academic tutor.

Using ePortfolios to Enhance Reflective Learning and Development

2011 ◽  
pp. 158-167 ◽  
Author(s):  
Bob Doig ◽  
Barbara Illsley ◽  
Joseph McLuckie ◽  
Richard Parsons
Keyword(s):  
Writing Skills ◽  
Institutional Context ◽  
Reflective Writing ◽  
Reflective Learning ◽  
Learning Activities ◽  
Learning And Development ◽  
Technical Design ◽  
Effective Use

This chapter argues that it is essential that ePortfolio development is driven by pedagogical considerations, thus ensuring the effective use of these technologies to support learning. Drawing on experience of implementing ePortfolios in an institutional context, the chapter considers how best to meet the needs of learners within a system of effective eLearning support and emphasises the key role of developing reflective writing skills if the ePortfolio is to be an effective way of learning. Creating and deploying key learning activities that effectively use ePortfolios is now a much greater constraint to the correct use of ePortfolios in learning than the technical design or capabilities of ePortfolio software.

scholarly journals Teaching Writing in EAP Contexts

2018 ◽  
Author(s):  
Viorica Condrat
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Process Development ◽  
Writing Skills ◽  
Teaching Writing ◽  
Small Scale ◽  
Discourse Community ◽  
State University ◽  
Efl Students

Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

scholarly journals MEMBANGUN BUDAYA LITERASI MELALUI MATA KULIAH BAHASA INDONESIA SEBAGAI MEDIA REVOLUSI MENTAL GENERASI PRODUKTIF

2019 ◽  
Vol 11 (2) ◽  
pp. 158
Author(s):  
EVELINA SATRIYA SALAM
Keyword(s):  
Mobile Phones ◽  
Academic Writing ◽  
Writing Skills ◽  
National Language ◽  
Reading And Writing ◽  
Science Technology ◽  
Language Courses ◽  
The Mind ◽  
Bahasa Indonesia

In the era of highly advanced communication as it is today, the role of sophisticated mobile phones and tablets replaced many of the roles of the book. As the result, students are more interseted in spending time with gadgets than reading and writing books. Moving from the phenomenom, the culture of literacy is sustained in the Indonesian language course. The Indonesian course as an MPK emphasizes the skills of using Indonesian as the national language and national in a good and correct way to master, apply, and develop science, technology, and art as the embodiment of love and nationality to the Indonesian language. The title raised in this paper is “ to build a culture of literacy through the Indonesian language as a medium of productive generation of mental revolution”. Importan issues that will be the author of lift, namely: How to build a culture of literacy through the Indonesian language as a medium of productive generation of mental revolution. The theory used, taht is mentally related to the mind. Mentality is related to the way of thinking. Indonesian language courses serve as a medium of mental revolution of productive generation. By presenting the substance of the term revolution of the study should be incorporated into the activities of using the Indonesian language through listening, speaking, reading and writing skills with focused academic writing skills so as to train or familiarize the mental revolution with the productive generation.

scholarly journals The role of information literacy competence and higher order thinking skills to develop academic writing in Science and Engineering learners

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
B. Kranthi Kumari
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Thinking Skills ◽  
Teaching Writing ◽  
Rhetorical Situation ◽  
Entry Level ◽  
Academic Texts ◽  
Raising Awareness ◽  
Writing In Science

<p>The English syllabus for learners pursuing engineering courses includes teaching writing as one of the objectives. Learners who enroll for these courses are not equipped with the general writing skills that they should have mastered at the entry level. In this context, a study was organized to develop academic writing skills of the undergraduate learners who are pursuing engineering courses.  The study focused on raising awareness in the learners of the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasizes that involving the learners in the cognitive processes of writing that include defining the rhetorical problem, identifying the rhetorical situation, the audience and setting goals for writing, planning for the text by generating and organizing ideas is necessary. The study further suggests that discussions between learners and teachers regarding the construction of a text and the way language works in various text types facilitates better writing.</p>

scholarly journals EMPOWERING ACADEMIC WRITING SKILLS IN MILLENNIAL ERA: THE ROLE OF ENGLISH PROGRAM FOR BIDIKMISI STUDENTS

2019 ◽  
Author(s):  
Sri Wahyuningsih
Keyword(s):  
Qualitative Research ◽  
Academic Writing ◽  
English Language ◽  
Language Skills ◽  
Academic Literacy ◽  
Writing Skills ◽  
State Institute ◽  
Islamic Studies ◽  
English Program

This study aims at exploring how BIDIKMISI students at the State Institute for Islamic Studies (IAIN) Kudusperceive the empowerment of their academic writing skills through English programs undertaken by the campus.The study anchors in a qualitative research. Personal interviews, observation and documentation were used togather data. The result reveals that the strategies and ways of empowering academic writing cover developingcognitive skills of students by giving them academic literacy, activities of problem solving, and innovation thatwill attract them to use writing as systems of representation and communication. Another way of empoweringacademic writing done by lecturers is by collaborating to other English lecturers particularly those who teachReading in enhancing the academic writing skills of students at IAIN Kudus. Thus, the role of English programsis considerably meaningful for the acquisition of English language skills of BIDIKMISI students particularly inacademic writing skills. Furthermore, they are able to elicit a number of materials and information related toacademic writing including writing foundations, writing stages, writing elements, accuracy in writing, researchingand writing, academic reality, and articles publication. Interestingly, they are pursued to do a research and writejournal articles. This study suggests that lecturers should actively use technology and social media in millennialera such as Facebook, Blog, Instagram, and Youtube to engage students in the process of teaching academicwriting.

scholarly journals Connection at the Crossroads between Libraries and Writing Skills

2019 ◽  
pp. 242-250 ◽  
Author(s):  
David Edward Schmersal ◽  
Jane Lenz Elder ◽  
Melody Diehl Detar
Keyword(s):  
Academic Success ◽  
Academic Support ◽  
Writing Skills ◽  
Second Career ◽  
Scholarly Writing ◽  
Traditional Role ◽  
Seminary Students ◽  
Essential Component

Concerns (complaints) about the quality of writing exhibited among seminary students are not new. Nor is the fact that many students come to seminary as a second career, or with backgrounds in disciplines that do not emphasize extensive scholarly writing. However, in an era of reduced enrollment, when recruitment and retention are of existential significance for seminaries, the traditional “sink or swim” approach that presumes students will “learn as they go” (or not) seems increasingly inadequate. Given the centrality of writing to academic success in seminary, helping students develop as writers is an essential component of providing academic support, thereby ensuring that students are prepared to pursue their vocations. As seminaries face budgetary challenges that may preclude offering writing support, and as the role of librarians is changing, we have an opportunity to expand our traditional role of supporting students. Join presenters David Schmersal, Jane Elder and Melody Diehl Detar as they share some of their experiences in extending writing support to seminary students at Perkins School of Theology and Regent University.

scholarly journals Linguistic Disadvantage and Authorial Identity in Research Articles Written by Native English and Thai Writers in International Publication

2017 ◽  
Vol 6 (5) ◽  
pp. 206 ◽  
Author(s):  
Darunee Yotimart ◽  
Noor Hashima Abd. Aziz
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Applied Linguistics ◽  
Research Articles ◽  
Authorial Identity ◽  
Emerging Themes ◽  
Linguistic Aspect ◽  
Effective Use ◽  
University Lecturers

Research have reported that one of the challenges faced by non-native English writers to have their research articles (RAs) accepted by English-medium journals is to fulfill the journals’ expectations in terms of linguistic aspect. In addition, non-native English writers seem to be having the problem in expressing their authorial identity which is needed to build one’s academic arguments. Therefore, this research was conducted to 1) explore whether linguistic disadvantage exists among native English writers or Thai writers in international publication, and 2) discover how the native English and Thai writers assert their identities through different rhetorical purposes of RAs. Eight university lecturers in Applied Linguistics (AL) from a few universities in Thailand were interviewed  to understand  their  views on the issues of  writing  for scholarly  publication  in  the  English  language. The findings revealed two salient emerging themes:  (1) the role of linguistic disadvantage and (2) variation in authorial identity between native English and Thai writers. The study has found that linguistic disadvantage exists among the Thai writers. The native English writers expressed their authorial identity overtly but the Thai writers deferred their authorial identity. It is suggested that teachers in Thailand emphasize more on the knowledge of linguistic aspect required in international publication and the effective use of linguistic realization of authorial identity in academic writing. 

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