«ACADEMIC WRITING» COURSE AS AN ELEMENT OF STUDENTS’ ACADEMIC HONESTY FORMATION PROCESS

2018 ◽  
pp. 26-33
Author(s):  
S.K. Revutska ◽  
Keyword(s):  
Academic Writing ◽  
Formation Process ◽  
Academic Honesty ◽  
Writing Course

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

scholarly journals Critical Thinking and Debiasing: Experimentation in an Academic Writing Course

2020 ◽  
Vol 2019 (1) ◽  
pp. 443
Author(s):  
Guy Smith ◽  
John Peloghitis
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Academic Writing ◽  
Cognitive Biases ◽  
Judgment And Decision Making ◽  
Classroom Teaching ◽  
Negative Effects ◽  
Fields Of Study ◽  
Writing Course ◽  
And Training

In the last two decades, interest in cognitive biases has rapidly grown across various fields of study. The research so far has shown that cognitive biases have significant and sometimes adverse effects on decision making. Thus, it is increasingly being argued that classroom teaching of critical thinking needs to include instruction and training that help students understand cognitive biases and reduce their negative effects on judgment and decision making. Teaching students to be aware of biases and to develop and maintain strategies to reduce their influence is known as debiasing. The purpose of this paper is to provide an overview of cognitive biases and a framework for debiasing proposed by Wilson and Brekke (1994). Two approaches, modifying the person and modifying the environment, are discussed to help teachers introduce activities and strategies to mitigate biases. 認知バイアスへの関心は、この20年で様々な領域で急激に高まってきた。認知バイアスが、意思決定に対し有意な影響、時には逆効果を及ぼすことが、これまでの研究で明らかになった。そのため、教室で批判的思考を教える場合も、学生の認知バイアスへの理解に役立ち、認知バイアスが判断力や意思決定に対して及ぼす、時には有害な影響を弱める思考法を教える練習ないし訓練を組み込む必要があるのではないだろうか。学生がバイアスを認識し、その影響を払拭ないし弱める思考法を身につけてそれを維持するよう教えることは、デバイアスという名称で知られている。本稿では、認知バイアスとWilson and Brekke (1994) が提案するデバイアスのプロセスを概観する。教師がバイアスを和らげるための活動と戦略を紹介できるように、人間を修正し、環境を修正するという二つの取り組みについても検討する。

scholarly journals Adapting to a Disciplinary Discourse: A Redesigned Course for MA History Students

2020 ◽  
Vol 10 (1) ◽  
pp. 165-170
Author(s):  
Iuliia Evgenievna But
Keyword(s):  
Academic Writing ◽  
Teaching Practice ◽  
Professional Community ◽  
Traditional Teaching ◽  
Academic Texts ◽  
Disciplinary Discourse ◽  
Writing Course ◽  
History Texts ◽  
Writing Instructors

For most MA programs, it is common to enroll students with different BA degrees. The MA students who have changed their discipline are required to adopt a new disciplinary discourse and learn to write academic texts in line with appropriate genres and conventions. This study exemplifies an attempt to redesign the academic writing course for MA History programs at the Ural Federal University in order to ease the difficulties faced by students with non-history backgrounds. The essence of the redesign was to enhance the traditional teaching by demonstrating fundamental dissimilarities between history and other disciplines in terms of writing conventions. Teaching academic writing in that manner was supposed to facilitate students with both a history and non-history backgrounds to master the effective conventional writing of history texts. The efficiency of the redesigned course was estimated on the basis of students’ performance and feedback. This teaching practice can be of use for academic writing instructors who seek to help students from different backgrounds develop skills and competences that are necessary for a specific professional community.

scholarly journals TOP-DOWN OR BOTTOM-UP? EMPLOYING A MIDDLE-GROUND APPROACH IN DESIGNING A UK ACADEMIC WRITING COURSE FOR ADVANCED CHINESE GRADUATES

2020 ◽  
pp. 095
Author(s):  
Ivo Ganchev
Keyword(s):  
Design Process ◽  
Academic Writing ◽  
Course Design ◽  
Middle Ground ◽  
Top Down ◽  
Bottom Up ◽  
Postgraduate Study ◽  
Writing Course ◽  
Second Tier ◽  
The Uk

This article documents the academic writing course design process for advanced Chinese learners aiming to pursue postgraduate degrees in business-related fields at their respective target universities in the UK. Four holders of BA degrees in the social sciences from second tier universities in Beijing were tested, surveyed and observed in detail to design a non-terminal twenty-hour pre-sessional writing course (ten two-hour sessions) to assist in their preparation for postgraduate study. All students held offers from Russell Group universities in the UK and had covered the IELTS requirement (6.5-7.0) for admission there prior to signing up for the EAP course discussed in this paper. The aim of the course is to enhance the students’ academic skills and improve their performance in the following year when they attend UK universities. The course design process is informed by two sets of principles, incorporating both a top-down and a bottom-up perspective. The former is framed within an understanding of EAP as academic, rather than language training. The latter is based on needs analysis of student-specific weaknesses explored through the use of a questionnaire, a diagnostic writing test and in-class observations. Both perspectives feed into the course goals and objectives which serve as a basis for the course rationale. Aiming to bridge the gap between Chinese undergraduate and UK postgraduate study, the course combines textbooks with authentic materials and formative with summative assessment. Reflections on major constraints and limitations are provided throughout the process. This documented case of academic writing course design aims to reveal challenges faced by EAP practitioners working with UK and Chinese institutions, and to present a middle ground approach to resolving tensions between top-down and bottom-up pressures in the context of course design for advanced Chinese graduates.

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 Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

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