A Case Study on Online Feedback of Academic Writing : With the Focus of the First Semester of 2020 and the First Semester of 2021 at Busan University of Foreign Studies

2021 ◽  
Vol 31 ◽  
pp. 153-179
Author(s):  
Sang Won Ahn ◽  
Keyword(s):  
Academic Writing ◽  
First Semester ◽  
Online Feedback

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

Markers of identification in Indigenous academic writing: A case study of genre innovation

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Shurli Makmillen ◽  
Michelle Riedlinger
Keyword(s):  
Communities Of Practice ◽  
Social Relations ◽  
Academic Writing ◽  
Genre Studies ◽  
Linguistic Features ◽  
Study Approach ◽  
Research Article ◽  
Rhetorical Genre ◽  
Academic Genres

AbstractThis study contributes to research into genre innovation and scholarship exploring how Indigenous epistemes are disrupting dominant discourses of the academy. Using a case study approach, we investigated 31 research articles produced by Mäori scholars and published in the journal AlterNative between 2006 and 2018. We looked for linguistic features associated with self-positioning and self-identification. We found heightened ambiguous uses of “we”; a prevalence of verbs associated with personal (as opposed to discursive) uses of “I/we”; personal storytelling; and a privileging of Elders’ contributions to the existing state of knowledge. We argue these features reflect and reinforce Indigenous scholars’ social relations with particular communities of practice within and outside of the academy. They are also in keeping with Indigenous knowledge-making practices, protocols, and languages, and signal sites of negotiation and innovation in the research article. We present the implications for rhetorical genre studies and for teaching academic genres.

scholarly journals Exploring the Writing Challenges Faced by M.Phil. and Ph.D. Scholars: A Case

2021 ◽  
Vol VI (IV) ◽  
pp. 34-41
Author(s):  
Hina Iqbal ◽  
Muhammad Saeed
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Qualitative Case Study ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Interactive Programming ◽  
Report Quality ◽  
Grammatical Errors ◽  
Language Courses

Academic writing plays a pivotal role in developing research proposals. The present study aimed to explore the grammatical errors that M.Phil/PhDs scholars commit in academic writing. The present study employed a qualitative case study designed to explore the challenges in the English language faced by the M.Phil and PhDs scholars. The 20 Ph.D. and 36 M.Phil scholars were selected by busing purposive sampling technique. Data were collected by using two self-developed semi-structured interviews protocol. Thematic analysis approach was employed for data analysis. The findings revealed that all the participants reported that correct use of tenses was a big hurdle that entailed the other grammatical mistakes and reduced the report quality because all the lexical aspects are linked with these mechanics. The study recommended that English language courses be offered to postgraduate, M. Phil and Ph.D. scholars to learn the technical aspects of the language and provide students with online interactive programming.

scholarly journals University Students’ Learning Disruption and Affordance in a Contested Learning Environment

2021 ◽  
Vol 6 (3) ◽  
pp. 25-44
Author(s):  
Siti Nur'Aini
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Social Environment ◽  
Online Survey ◽  
Case Study Approach ◽  
First Semester ◽  
Study Approach ◽  
The Social

This study investigates how university students engage with their learning affordances in a contested environment due to the Coronavirus pandemic. This qualitative research employed a case study approach involving 136 participants. Data analysis was conducted using qualitative analysis as a circular process to describe, classify, and perceive the phenomenon and how the learning, affordances, and society were interconnected. The main framework of the research was the theory of affordance and how it was available for university students in their learning environment that changed due to the COVID-19 pandemic. Data were collected in the first semester of 2020 through an online survey on Google form. The findings indicate the importance of the social environment to provide affordance for the students to adjust with them. Four kinds of affordances emerged from the study; internet affordance, assignment affordance, domestic affordance, and distance learning affordance. The role of the social environment is definitive in changing how students manage their affordances.

scholarly journals Toward an Intercultural Rhetoric: Improving Chinese EFL Students’ Essay Writing through Outline Writing

2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Academic Writing ◽  
Translation Studies ◽  
Target Language ◽  
Essay Writing ◽  
Intercultural Rhetoric ◽  
Efl Students ◽  
Main Ideas ◽  
English Academic Writing ◽  
Chinese And English

This study explores the effects of teaching EFL students to use an outline in their English essays. The researchers maintain that using outlines can raise students’ awareness of different audience expectations embedded in the rhetoric of the target language (English) and culture and can improve their English academic writing. The study was based on a four-week long case study at a university in Xi’an, China, in which 24 Chinese EFL students at the College of Translation Studies participated. A discourse analysis was conducted by comparing the Chinese EFL students’ English essays produced at the beginning of the study with those produced at the end of the study after learning and practicing outlining for writing the English essays. Email inquiries were used for understanding the participants’ viewpoints on learning how to write English essay outlines. The findings reveal that teaching EFL students to use outlining in their English essays is an effective way to help them improve their essay writing. Not only can it enhance the students’ understanding about using the English thesis statements, but it can also help improve the use of related, logical, and specific detailed examples to support the main ideas in their essays. The email inquiries also revealed that the students believe that outline learning helped them to understand the differences between Chinese and English essay writing. The implications of the study for intercultural rhetoric are also discussed.

Patterns of Interaction in Online Learning

2011 ◽  
pp. 84-99
Author(s):  
Kevin Downing ◽  
Kristina Shin ◽  
Flora Ning
Keyword(s):  
Associate Degree ◽  
Online Community ◽  
Discussion Board ◽  
Detailed Data ◽  
Interactive Communication ◽  
First Semester ◽  
What Works ◽  
Assessment Tasks ◽  
Patterns Of Interaction

This chapter describes a case study which examines detailed data related to student and tutor usage of an asynchronous discussion board as an interactive communication forum during a first semester associate degree course in applied psychology, and identifies ‘what works’ in relation to discussion board use. The case demonstrates how students gradually create an online community, but only if they are prompted in a timely and appropriate way by the course and assessment structure. Three distinct phases in online interaction are identified, and the case suggests these might be largely mediated by assessment tasks.

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