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2022 ◽  
Vol 9 (1) ◽  
pp. 94-114
Ali Sorayyaei Azar ◽  
Azirah Hashim

Authorial identity construction is one of many professional rhetorical strategies employed by authors in academic review genres. Authors usually create a persona to represent themselves, their seniority in the field, and the community to which they belong. The author’s visibility is made possible through several rhetorical devices. Perhaps the most remarkable way of such authorial identity construction in the review article genre is self-mentions. The aims of this research are (1) to find out what types of self-mention are frequently used in review articles, (2) to determine the frequency of use and distribution of self-mentions in the review articles, and (3) to investigate the rhetorical function of self-mentions in the different analytical sections of the review articles. The data, drawn from a randomly selected corpus of thirty-two review articles, were analysed using WordSmith Tools Version 6. The findings indicated that first-person plural pronouns were more frequently used than singular pronouns in the whole corpus except in the two review texts. It was also observed that the frequency of occurrence for the exclusive and inclusive pronouns was very close to each other. Most importantly, the inclusive pronouns were used not only as a politeness strategy to appreciate the readers and keep the writers’ claims balanced but also as a persuasive tool to seek the readers’ agreement in the evaluation of research developments. This study revealed that authors construct various professional personas as a rhetorical strategy to carve their authorial identity and credibility in the review article genre. The findings of this study have pedagogical implications in the field of academic writing in applied linguistics as well as other disciplines. 

2022 ◽  
Vol 11 (1) ◽  
pp. 545-556
Omar Moh'd ◽  
Yasser Al-Shboul ◽  
Ibrahim Fathi

<p style="text-align: justify;">Writing is very important for learners; it is a dynamic and creative skill. Although studies on students’ problems when writing a dissertation among Native Speakers (NS) are widely done, studies on English as a Foreign Language (EFL) are limited, especially those which examine problems faced while writing dissertations among Ph.D. EFL learners, in particular, Jordanian Ph.D. candidates. Studies on the supervisors' perspectives of writing a dissertation are scarce among EFL learners, particularly Arab learners. This study aims at focusing on supervisors' perspectives of writing dissertations among Jordanian Ph.D. students who are studying abroad. This study is a qualitative case study. The researchers interviewed nine Malaysian supervisors who supervised 21 Jordanian Ph.D. candidates. The results show that six main themes emerged from the supervisors' perspectives, and they are grammatical mistakes, lack of vocabulary and verbs reporting, personal effects, lack of motivation, writing apprehension, and the problem with generic thesis structure. This paper contributes with a comprehensive analysis of the theoretical perspectives on problems Ph.D. students face when writing a dissertation. The study also fills in the gap in the field of supervisors' perspectives of writing a dissertation. Based on the results found, the researchers suggest a number of recommendations and further research that might help supervisors understand the reasons behind such difficulties.</p>

2022 ◽  
Vol 21 (1) ◽  
pp. 22-25
Pramod R Regmi ◽  
Orlanda Harvey ◽  
Alexander van Teijlingen ◽  
Jillian Ireland ◽  
Aney Rijal ◽  

Academic writing, especially in the health field, is usually an interdisciplinary team effort. This paper highlights some of the trials, tribulations, and benefits of working with co-authors. This includes collaborations and co-authorship between academics from different disciplines, academics of different level of careers, and authors from countries of varying economies i.e., high-income countries (HICs) and from low-and middle-income countries (LMICs). This paper also provides advice in the form of several useful tips to lead authors and co-authors to support collaborative working.

2022 ◽  
pp. 107780042110668
Elizabeth Mackinlay ◽  
Karen Madden ◽  
Renee Mickelburgh ◽  
Mel Green

In a short essay titled “Why,” Virginia Woolf daringly questioned the ways in which knowledge is produced, performed, and proclaimed as particular kinds of truths in institutions of power and authority, including academic writing. She subversively suggested, “The little twisted sign that comes at the end of the question has a way of making the rich writhe” and advised that such questions choose their “asking place with care”. In this article, we suggest that the “post” scholarship moment is the moment to ask new questions about the ways Woolfian inspired life-writing as a performance of self and social worlds might be engaged to trouble and open up what the “product” and performance of academic work, words, and worlds might come to be.

2022 ◽  
Vol 30 (12) ◽  
pp. 102-109
E. S. Chuikova

The article examines the controversial procedure of analyzing the learner’s professional needs. Needs analysis is generally regarded as an invaluable tool for constructing a course syllabus. It might be really informative if the target situation analysis and present situation analysis are combined. Speaking about academic writing teaching for Russian non-academic students at the Bachelor Degree level, one should admit that students have no or limited experience of functioning in an academic area in English. Consequently, their responses to the questionnaires as one of the frequently used methods of target situation analysis are merely assumptions; and the answers could not be taken as objective and valid. The author presents a system of analyzing students’ needs within the framework of Academic Writing course: namely, distinguishes the stages that precede or follow teacher-student talks about their expectations, provides more objective practice of examining learners’ needs, and discusses ways of improving question-answer sessions/ interviews. Needs analysis practice that develops learners’ professional needs involves task-based learning, reflexive activities, and teaching to ask good questions. Bringing into life the analogy between customer development theory in management and needs analysis practice in education, it is possible to work out a fruitful strategy. Conducting needs analysis pertains equally to specifying and developing students’ needs in academic communication.

2022 ◽  
Vol 30 (12) ◽  
pp. 87-101
O. L. Dobrynina

The abstracts in Russian and in English are written according to certain rules. For articles written in Russian, an abstract in English is the only means of informing the world scientific community about the authors’ research results. However, the quality of abstracts written in Russian and then translated into English does not always meet the criteria for readability and comply with the accepted academic and publication conventions. This situation might result from the intensive usage of machine translation (MT) systems by authors who do not take into account the guidelines for the input text quality and the limitations inherent in MT systems. The author analyzed the requirements for the input texts and some typical errors in the target ones. The article describes the stages of training masters, postgraduate students and university staff in the effective use of MT systems. The training is based on a bilingual approach, which implies a constant comparison of vocabulary, grammar and style in the native and English languages. The author comes to the conclusion that the effective use of MT systems for writing an abstract in English is possible if the authors have the command of Russian and English at the level sufficient for a concise and unambiguous expression of their thoughts and ideas. Self-censoring is a prerequisite for creating a text that is “understandable” for MT systems. Students must follow simple rules: write sentences of 15-20 words; express one thought per one sentence; use more active verbs; choose nouns that express a specific concept; exclude unnecessary words. At the post-editing stage, learners can use the tools available on the Internet, which allow not only editing the target text, but also will enable learners to acquire independent editing skills.

Tatiana Utkina

The article addresses EFL students’ academic writing competence by fostering and evaluating their writing practices through conceptual metaphors. The research dataset comprised 102 Russian students majoring in economics. The students received the instruction based on the framework of the Conceptual Metaphor Theory during their EAP, ESP and EMI courses in economics. Metaphor Identification Procedure VU University Amsterdam (MIPVU) and the method of metaphoric modeling were used to assess EFL writing competence in economic knowledge domains – knowledge of terms and specific concepts, represented as conceptual metaphors. The statistical analysis did not show significant changes in the writing competence level of students when their EAP and ESP writing was compared. However, statistical differences were revealed in the use of metaphors when the students progressed from their EAP to EMI course and from their ESP to EMI course. The qualitative analysis demonstrated main differences within the conceptual metaphor domains in ESP and EMI writing. On the whole, the results reported here suggest the dynamics of FL writing competence of the Russian students specializing in economics when attending an EAP course, an ESP course and an EMI course in economics at the university.

2022 ◽  
Vol 30 (12) ◽  
pp. 75-86
I. B. Korotkina

Written to commemorate the 10th anniversary of the rubric “Academic Writing and Research Competences” established by the journal’s late editor-in-chief Mikhail Sapunov, the paper focuses on the origins of academic writing and traces its development in terms of rhetoric. The five stages of classical rhetoric are interpreted as five key components of academic writing: research, logic, culture, knowledge, and language. This approach helps visualize academic writing as a wholesome model composed of cognitive and linguistic elements, describe the impact of this model on the rhetorical and publishing conventions of the global academic discourse, and define the problems in knowledge construction as deviations from the model’s unity in various sociocultural contexts. The study concludes that the low quality of an academic text may result from either losing the predominance of the first two stages of rhetoric (invention and arrangement) or of the other three (style, memory, and delivery). The former signifies an ideological pressure on researchers to substitute their own rhetoric with quotes from canonized sources, whereas the latter provokes them to disregard language and style as inferior to research, because of which texts diminish in clarity. In either case, communication lacks in efficiency. The study of academic writing in the historical perspective contributes to better understanding of the latest trends in its development and elicits the problems which impede the quality of Russian scholarly and academic texts.

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