Metodologias ativas: Oficinas de Escrita Acadêmica no contexto Amazônico para calouros Indígenas e Quilombolas / Active methodologies: Academic writing workshops in the Amazon context for Indigenous and Quilombolas

2021 ◽  
Vol 7 (7) ◽  
pp. 74983-74997
Author(s):  
Maria Christina da Silva Firmino Cervera
Keyword(s):  
Academic Writing ◽  
Writing Workshops

scholarly journals Impact of writing workshops on doctoral student wellness

2021 ◽  
Author(s):  
Charles Buckley ◽  
Eli Saetnan ◽  
Amelia Gerber ◽  
Joanna Cheetham ◽  
Thomas Price ◽  
...  
Keyword(s):  
Focus Group ◽  
Doctoral Students ◽  
Academic Writing ◽  
Student Experiences ◽  
Writing Workshops ◽  
Before And After ◽  
Related Stress ◽  
Group Interviews ◽  
Survey Responses ◽  
Thesis Writing

Few interventions addressing student wellbeing have been designed or evaluated specifically with doctoral students in mind despite the doctoral experience being distinct from that of other students. We therefore explore the benefits of interventions designed specifically to address a key source of stress or anxiety for doctoral students, namely thesis writing. This research uses a mixed-methods approach to explore the ways in which doctoral thesis writing support sessions, in the form of writing workshops or writing retreats, can reduce the stress and anxiety associated with thesis writing specifically or academic writing more generally. Firstly, we quantified the reduction in writing related stress and anxiety associated with workshop participation using a survey completed before and after workshop attendance. Subsequently, we gathered student experiences of workshop participation through focus group interviews. Survey responses showed a clear reduction in participants’ levels of stress and anxiety related to thesis writing and focus group respondents described many clear benefits of participating in writing support sessions. We conclude that participation in thesis writing workshops and writing retreats is a valuable strategy for reducing stress and anxiety associated with thesis writing. The sense of empowerment and confidence that comes from discussing thesis writing in a supportive environment with others in the same situation, and the opportunity to experiment with new tools and strategies, is very valuable for improving the wellbeing of doctoral students.

scholarly journals Sword, H. (2017). Air & Light & Time & Space: How Successful Academics Write. Cambridge, MA: Harvard University Press.

2017 ◽  
Vol 27 ◽  
pp. 98-100
Author(s):  
Cecile Badenhorst
Keyword(s):  
Academic Writing ◽  
Harvard University ◽  
Recent Book ◽  
Writing Workshops ◽  
Research Reporting ◽  
Extensive Data ◽  
Time Space ◽  
Rigorous Research ◽  
And Shifts ◽  
Successful Academic

Helen Sword, author of Stylish Academic Writing (2012) and The Writer’s Diet (2016), is a staunch campaigner for shaking the dust off academic writing. She advocates that style, elegance and readability are not incompatible with rigorous research reporting. In her most recent book, Air & Light & Time & Space (2017), Sword turns her attention away from texts and shifts the spotlight onto writers. She collected extensive data to explore the habits and experiences of academic writers – how they write, when, where and how they feel when they write. Drawing on 100 interviews with successful academic writers and 1,223 questionnaires from participants at her writing workshops, Sword showcases academic writing experiences. Through extensive quotations and profiling, she illustrates the mixed, mottled and varied practices that writers engage in.

Demystifying Academic Writing in the Doctoral Program: Writing Workshops, Peer Reviews, and Scholarly Identities

2020 ◽  
Vol 35 (3) ◽  
pp. 349-362
Author(s):  
Bjørn Sletto ◽  
Kristine Stiphany ◽  
Jane Futrell Winslow ◽  
Andrea Roberts ◽  
Marla Torrado ◽  
...  
Keyword(s):  
Academic Writing ◽  
Doctoral Program ◽  
Writing Workshops ◽  
Peer Reviews

Das (verhinderte) Potential der Mehrsprachigkeit

Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 175-192
Author(s):  
Eva Zernatto
Keyword(s):  
Academic Writing ◽  
Tertiary Education ◽  
Education Sector ◽  
Academic Literacies ◽  
Writing Workshops ◽  
University Of Vienna ◽  
Multilingual Writing ◽  
German Speaking ◽  
Per Se ◽  
The University

This paper introduces the results of a series of writing workshops about “Mehrsprachig Schreiben” [Multilingual Writing], which took place at the University of Vienna between 2015 and 2017. The article poses the question, how individual, multilingual potentials can be used productively and creatively for the development and enhancements of academic literacies in the tertiary education sector. First it focuses on the linguistic landscapes at Austrian Universities such as the handling of multilingualism in this context, as well as it concerns the framing conditions and challenges of academic writing per se, before it shows the terms of the writing workshops and the methodical and didactical approach in connection with the concept of a multilingual process orientated writing didactic. On the basis of an exercise example (“Meine Sprachen und ich” [My languages and I]) it is responding in the end to the concrete challenges of multilingual academic writing at “German speaking” universities.

scholarly journals Material Design for Teaching Citations Skills in Scientific Writing

2021 ◽  
Vol 8 (1) ◽  
pp. 19-34
Author(s):  
Kobra Mansourizadeh ◽  
Ummul K. Ahmad
Keyword(s):  
Academic Writing ◽  
Knowledge Construction ◽  
Academic Literacy ◽  
Material Design ◽  
Literacy Skills ◽  
Short Term ◽  
Writing Workshops ◽  
Writing Courses ◽  
Scientific Disciplines ◽  
Research Findings

Citations are important rhetorical devices that when properly and strategically employed, allow writers to promote their current research findings persuasively and efficiently. As knowledge construction is progressive and cumulative, specifically in scientific disciplines, it is evident that acquiring skills for adequate and effective application of citations is essential for success. Scientific writers are required to possess advanced academic literacy skills in order to ably position their study within the framework of existing knowledge, and strategically employ citations to advance the acceptability of their research findings. This paper endeavors to propose materials for teaching the rhetorical functions of citations in advanced academic writing courses. The tasks are designed specifically to raise students’ awareness of citation norms, especially in their own specific disciplines. Since the practice of citing the work of others ethically is highly challenging for emerging research writers, materials suggested in this paper can be beneficial to instructors who are involved in developing advanced discipline-specific writing courses, or short-term academic writing workshops.

How to write a lot: A practical guide to productive academic writing (2007): Book review

2011 ◽  
Author(s):  
Hannah Fish ◽  
Danielle Palmer ◽  
Anisa Goforth ◽  
John S. Carlson ◽  
Tami Mannes ◽  
...  
Keyword(s):  
Academic Writing ◽  
Practical Guide

CORPUS LINGUISTICS, LANGUAGE CORPORA AND LANGUAGE TEACHING

2020 ◽  
Vol 14 (2) ◽  
pp. 75
Author(s):  
Eska Perdana Prasetya ◽  
Anita Dewi Ekawati ◽  
Deni Sapta Nugraha ◽  
Ahmad Marzuq ◽  
Tiara Saputri Darlis
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Language Use ◽  
Language Teaching ◽  
Applied Linguistics

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

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