scholarly journals Writer Identity Construction in MSc. Students of Engineering

2021 ◽  
Vol 8 (2) ◽  
pp. 22
Author(s):  
Masood Monjezi
Keyword(s):  
Identity Construction ◽  
Research Papers ◽  
First Semester ◽  
Academic Paper ◽  
Writing Instructions ◽  
Writing Course ◽  
Writing Research ◽  
Before And After ◽  
Student Researchers ◽  
Researcher Identity

Writing in academia is not only a way for students to acquire knowledge and skills, but also a process through which they construct author/researcher identity. This study aims to explore how twenty MSc. students construct their identity as writers of research papers. The students in this study received genre-based writing instructions on writing research papers during their writing course in the first semester of university. They wrote four papers during the semester, and the researcher provided feedback to their papers. Then, they were interviewed individually in order to find out how they reacted to the instructions, the writing process, and the feedback provided by the teacher. In addition, they were requested to write a reflective piece of writing about what they experienced including their emotions, thoughts and opinions about writing an academic paper before and after the course. Two types of analyses were made. Firstly, their sample research papers were examined during the course to see if there were improvements in the areas where feedback was provided. Secondly, the interviews and reflective pieces of writing were subjected to content analysis in order to extract themes. The examination of the papers revealed that the feedback provided by the teacher was effective as the writings improved in the areas where feedback was given. The thematic analysis resulted in two major themes of Affect and Attitude and the Need for Adaptation. An important implication of this study was the role feedback played in helping student/researchers to develop their identity in writing. 

scholarly journals Scientometrics analysis of recent trends in Global Corona virus Research

2020 ◽  
Author(s):  
Krishnamurthy M ◽  
Bhalachandra S Deshpande ◽  
Sajana C
Keyword(s):  
Web Of Science ◽  
Recent Literature ◽  
High Rate ◽  
Research Progress ◽  
Research Papers ◽  
Medical Virology ◽  
Before And After ◽  
Virus Research ◽  
Recent Trends ◽  
Prolific Authors

Abstract Background: The worldwide pandemic COVID-19 has produced a wealth of research more rapidly after the outbreak. In just a couple of months, there is a rise in several studies on Coronavirus, adding up to the scholarly literature.Method: The current study attempts to Scientometric analyze very recent literature on Coronaviruses just before and after the outbreak. Besides, the objective of this exploration was to assess the global research progress on Coronavirus in recent times. The current research is an analytical descriptive study using Scientometrics. The study sample includes research papers about the Coronavirus indexed in Web of Science (WoS) database from January 1, 2019 to May 14, 2020. The records with topic search (includes Title, Abstract, Keywords and Keywords Plus) “coronavirus” were extracted. These data were analyzed by MS Excel and the visualizations were created using TableauResult: The results showed that 2551 scientific literature about the Coronavirus was indexed in WoS. A considerable number of these articles were published in journals such as the Journal of Medical Virology, Viruses, Nature, and Lancet. Authors from China, USA and Italy were the most prolific authors. About 47.51% articles received total of 11435 citations with an average of 9 citations, which indicates that nearly half articles were cited in another publication. The highest and lowest citations for these articles were 737 and 1, respectively.Conclusion: These results show a high rate of research on Coronavirus.

scholarly journals Guidelines for writing an article

2019 ◽  
pp. 298-301
Author(s):  
Waqar Younas
Keyword(s):  
Research Papers ◽  
Know How ◽  
Research Article ◽  
Starting Point ◽  
Writing Research

Every new writer faces the problem of right directions in writing research papers. Many researchers cannot start writing because they do not have a right starting point, or they do not know how to write an article. I have tried to simplify the process of writing a research article by providing a step wise guide. I have used some sources which are cited here; (Crack, Grieves, & Lown, 2011; Farooq et al., 2019; Henningsen, 2015; Jindrich, 2018; Springer, 2019).

scholarly journals PENGARUH PENERAPAN GUESSING GAME TERHADAP KEMAMPUAN BERBICARA MAHASISWA STAIN BENGKALIS

2019 ◽  
Vol 11 (1) ◽  
pp. 114
Author(s):  
Kurniati Kurniati ◽  
Ervina Ervina
Keyword(s):  
Experimental Research ◽  
English Education ◽  
Study Program ◽  
First Semester ◽  
Speaking Test ◽  
Education Study ◽  
Before And After ◽  
Speaking Skill ◽  
Speaking Performance

This study aims to determine the students’ speaking skill before and after applying Guessing Game and find out the effect of Guessing Game on the students’ speaking skill at the first semester of English education study program of STAIN Bengkalis. This research is experimental research that involved 18 students at the first semester of English Education Study Program of STAIN Bengkalis. Speaking test was implemented in order to collect the students’ speaking performance, and the collected data were quantitatively analyzed. Guessing Game has a less significant effect in improving the students’ speaking skill at the first semester of English education study program of STAIN Bengkalis. This is evidenced by the results of t-o (1,3) smaller than t-table.

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.

ANALISIS MODEL MENTAL SISWA DALAM PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE 8E PADA MATERI HIDROLISIS GARAM

2017 ◽  
Vol 7 (1) ◽  
pp. 38-51
Author(s):  
Waskitarini Darmiyanti ◽  
Yuli Rahmawati ◽  
Fera Kurniadewi ◽  
Achmad Ridwan
Keyword(s):  
Learning Environment ◽  
Mental Model ◽  
Chemistry Education ◽  
Model Development ◽  
Deep Understanding ◽  
Learning Cycle ◽  
First Semester ◽  
Before And After ◽  
Academic Year ◽  
Depth Interviews

This study aims to analyse the students’ mental model of students in SMA 42 Jakarta in the implementation of Learning Cycle 8E learning model on salt hydrolysis learning. This research was conducted in first semester of 2016/2017 academic year. There are 36 students of year XI in MIPA 5 was involved in the study. This qualitative research was conducted with the data collection of writing-drawing technique, in-depth interviews, classroom observation, student journal reflective. The Miles and Huberman data analysis was employed with quality standards of data reduction, display data, and verification. Class observation conducted before and after the learning Cycle 8E was implemented for understanding, the characteristics of students and classroom learning environment. The interview technique was conducted to have deep understanding the students’ mental model. The result showed that the students developed understanding on the concept of hydrolysis reaction process and pH of salt solution which were generated categories of understanding, not understanding, and misconception. The three categories are seen from the four stages of the learning Cycle 8E which are explore, elaborate, extend, and explain. students’ understanding and mental model development are influenced by the learning environment and prior knowledge. This model also has developed students’ soft skills of empathy communication, critical thinking and collaboration skills. Keyword: Chemistry Education, Mental Model, Salt Hydrolysis, Learning Cycle 8E

scholarly journals Information Literacy and Retention: A Case Study of the Value of the Library

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
Amy Jo Catalano ◽  
Sharon Rose Phillips
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Career ◽  
Outcome Data ◽  
Research Papers ◽  
Writing Research ◽  
Library Resources ◽  
The Impact

Objective - The authors investigated the impact of library instruction on information literacy (IL) skills as part of ACRL’s AiA initiative. Additionally, the researchers sought to determine whether there was a relationship between IL tests scores and research experiences with student success outcomes such as retention. Methods - The researchers administered a standardized IL test to 455 graduate and undergraduate students in multiple disciplines. They then collected outcome data on GPA, retention, and graduation three years later. Results - While there were no significant differences between those students who had instruction and those who did not on the IL test, a regression analysis revealed that experience writing research papers that required library resources and an individual’s use of library books throughout their academic career demonstrated significant, positive relationships with whether a student passed the information literacy test. Additionally, using the longitudinal data on GPA, retention, graduation, and employment, the researchers found that students’ IL scores were significantly correlated with their GPAs, and that students who passed the IL test were more likely to be retained or graduate within six years. Conclusion - The ability to demonstrate IL skills appears to contribute to retention and graduation and, therefore, may be an integral part of one’s academic success. Further, experience writing research papers and other meaningful assignments contributes to student success.

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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