“Academic Writing: Writing and Reading in the Discipline and Academic Reading: Reading and Writing in the Discipline” by Janet Giltrow

2004 ◽  
Vol 20 (1) ◽  
pp. 69-72
Author(s):  
Olga Gladkova
Keyword(s):  
Academic Writing ◽  
Reading And Writing ◽  
Academic Reading

scholarly journals A longitudinal study of multi-word constructions in L2 academic writing: the effects of frequency and dispersion

2020 ◽  
Author(s):  
Duygu Candarli
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Mixed Effects ◽  
First Year ◽  
Linear Mixed Effects ◽  
Reading And Writing ◽  
Academic Reading ◽  
L2 Learners ◽  
English Speaking ◽  
Academic Year

AbstractThis study examined the trajectories of the multi-word constructions (MWCs) in 98 advanced second language (L2) learners during their first-year at an English-medium university in a non-English-speaking country, using linear mixed-effects modelling, over one academic year. In addition, this study traced the academic reading input that L2 learners received at university, and it was investigated whether the frequency and dispersion of the MWCs in the input corpus would predict the frequencies of MWCs in L2 writers’ essays. The findings revealed variations in the frequencies of different functional and structural categories of MWCs over time. This study provides empirical evidence for the effects of both frequency and dispersion of MWCs in the input corpus on the frequency of MWCs in L2 writers’ essays, underscoring the importance of both frequency and dispersion in learning MWCs and the reciprocity of academic reading and writing. The findings have significant implications for usage-based approaches to language learning, modelling MWCs in L2 academic writing, and L2 materials design for teaching academic writing.

scholarly journals Teacher Perceptions of Strategies for Improving ESOL Students’ Academic English Skills: A K-12 Perspective

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Jinyan Huang ◽  
Alexis Smith ◽  
R. Smith
Keyword(s):  
Teacher Perceptions ◽  
Academic Writing ◽  
Writing Skills ◽  
Classroom Teachers ◽  
Academic English ◽  
Reading And Writing ◽  
Teachers Perceptions ◽  
Academic Reading ◽  
K 12 ◽  
Areas Of Interest

This study investigates five North American K-12 classroom teachers’ perceptions of ESOL students’ challenges in academic English skills and strategies for improving ESOL students’ academic English skills. Seven distinct areas of interest emerged from the five interviews: 1) ranking of importance of academic listening, speaking, reading, and writing skills; 2) challenges that ESOL students face in the classroom; 3) strategies to help ESOL students in academic listening; 4) strategies to help ESOL students in academic speaking; 5) strategies to help ESOL students in academic reading; 6) strategies to help ESOL students in academic writing; and 7) strategies to assist ESOL students in overcoming challenges in academic English skills. This paper focuses on the implementation of coping strategies for K-12 ESOL students in academic English skills, as perceived by their classroom teachers. Cette étude enquête sur les perceptions de cinq enseignants nord-américains de classes préscolaires à la 12e, des défis de leurs élèves ESOL face aux compétences en Anglais académique et des stratégies pouvant améliorer les compétences en Anglais académique de ces élèves ESOL. Sept domaines d’intérêt distincts ont émergés de ces cinq entretiens:1) degré d’importance académique des compétences en écoute, parler, lecture et écriture; 2) défis auxquels font face les élèves ESOL dans leurs salles de classe; 3) stratégies visant à aider les élèves ESOL avec leur écoute académique; 4) stratégies visant à aider les élèves ESOL avec leur parler académique; 5) stratégies visant à aider les élèves ESOL avec leur lecture académique; 6) stratégies visant à aider les élèves ESOL avec leur écriture académique; et 7) stratégies visant à assister les élèves ESOL à surmonter les défis liés aux compétences en Anglais académique. Cet article porte l’accent sur l’implémentation de stratégies d’adaptation pour les élèves de la maternelle à la 12e concernant les compétences en Anglais académique, telle que perçue par leurs enseignants.

scholarly journals THE IMPROVEMENT OF STUDENTS’ ACADEMIC WRITING THROUGH READING ABILITY USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL

2019 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Rumiri Aruan
Keyword(s):  
Learning Outcomes ◽  
Academic Writing ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Reading And Writing ◽  
Learning Improvement ◽  
Writing Courses ◽  
Academic Reading ◽  
Good Score

This learning improvement study aims to improve teaching and learning outcomes in academic writing through reading ability by applying CIRC model. This research was conducted based on the problems that occur when students taking Academic Reading and Writing courses. Among the problems found is that students still find difficulties in writing a summary of the specified article. The research subjects were students in the fourth semester of the academic year 2018/2019. Before applying this method, the writer conducted a pre-test. The pre-test results showed that the students' writing summary skills were still low. The pre-test result was 2.77% of students scored very well, 19.43% got a good score, 27.77% of students scored moderately, 47.22% scored less, and 2.77% in the category of failure. The Classroom Action Research method is carried out in the application of the CIRC model which consists of two cycles, where each cycle took place in two meetings, and each cycle applied different learning activities. The results of the first cycle have shown changes in several assessment criteria, but the research was still being carried out into the second cycle. This was done to further strengthen learning by using the CIRC model. The percentage of student scores in the second cycle shows that 36.03% got a very good score, 33.33% got a good score, 30.55% got a sufficient score, and no more students scored less, and failed. From the above results can be concluded that the application of the CIRC model by the distribution of different discussion groups in each cycle affected learning outcomes. Thus the CIRC model can be considered to use in learning academic writing through reading ability in Academic Reading and Writing courses.

scholarly journals (Celea): Centro de Lectura y Escritura Académica de la Fundación Universitaria Católica Lumen Gentium - UNICATÓLICA, de Cali, retos y perspectivas formativas

2018 ◽  
Vol 2 (2) ◽  
pp. 35-43
Author(s):  
Alejandro Alzate Méndez
Keyword(s):  
Academic Writing ◽  
Writing Center ◽  
Reading And Writing ◽  
Academic Reading ◽  
Lumen Gentium

El presente artículo tiene el objetivo de reflexionar sobre la importancia de la escritura académica en la sociedad de hoy, un espacio marcado por la heterogeneidad de tecnologías, metodologías cognitivas y desarrollos en el campo de la didáctica. De igual modo, se presentan las principales perspectivas formativas que orientan el quehacer del Centro de Lectura y Escritura Académica de la Fundación Universitaria Católica Lumen Gentium - unicatólica (Celea). Abstract The purpose of this article is to reflect on the importance of academic writing in today’s society, a space that we recognize as marked by the heterogeneity of technologies, cognitive methodologies and developments in the field of teaching. Likewise, the main formative perspectives that guide the work of the Academic Reading and Writing Center of the Fundación Universitaria Católica Lumen Gentium -unicatólica (Celea) will be presented.  

scholarly journals INTERACTIVE METADISCOURSE MARKERS IN EFL MAJORS’ SUMMARIES IN ENGLISH

1970 ◽  
Vol 45 (5) ◽  
pp. 217-231
Author(s):  
Biljana B. Radić-Bojanić
Keyword(s):  
Academic Writing ◽  
Research Study ◽  
Academic Skills ◽  
Academic Training ◽  
Academic Journal ◽  
Reading And Writing ◽  
Academic Reading ◽  
English Majors ◽  
Academic Tradition

EFL majors’ academic training includes the development of academic skills, primarily academic reading and writing, which are important since English majors have to read many books and papers during their studies and often have to write papers on the basis of what they have read. This implies the students’ ability to decide which parts of the text are important and will be mentioned in the paper they are writing, as well as the ability to synthesize the material in a reader-friendly manner in accordance with the Anglophone academic tradition, which heavily relies on the use of metadiscourse markers that guide the reader through the text. In order to investigate to what extent EFL majors use interactive metadiscourse markers (Hyland 2005, 2010), which concern the writer’s awareness of a participating audience and address ways of organizing discourse, a research study was conducted with 59 English majors in their fifth year (MA level), who read a paper published in an academic journal and were asked to write a 250-word summary. The material was analyzed with the AntConc freeware and the results are used as a basis for pedagogical recommendations that aim at improving students’ training in academic writing.

scholarly journals Integrating academic reading and writing skills development with core content in science and engineering

2012 ◽  
Author(s):  
Kathryn Amos ◽  
Ursula McGowan
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Academic Literacy ◽  
Writing Skills ◽  
Integrated Approach ◽  
Skills Development ◽  
Reading And Writing ◽  
Course Content ◽  
Academic Reading ◽  
Content Development

This paper presents the application of genre pedagogy as an approach to teaching academic reading and writing skills development to a class of undergraduate engineering students. This approach was designed so that it may be applied by core subject teachers in courses with students who typically do not engage well with these aspects of their studies. Our focus was specifically on the ‘bigger picture’ of writing skills development by encouraging students to learn how to analyse for themselves a particular genre from their own discipline, and how to use this knowledge to develop an appropriately academic style in writing their own essay.Our approach involved combining the expertise of subject teacher and linguist in running four workshops in class time during the first half of a semesterised course. These workshops had associated homework tasks, designed incrementally to contribute to students’ understanding and application of the skills they need for academic writing. These were followed by the submission of a written report on the topics covered during the first six weeks of the semester, and was of direct relevance to their degree major. Assessment criteria focused on both technical content and academic literacy. With this integrated approach to literacy and content development it was intended to engage traditionally resistant students with the development of their academic language skills, and also to model a possible approach for the engagement of STEM academics in fostering this academic literacy development. Student participants in this programme agreed that this strategy improved both their writing skills and their understanding of course content.

scholarly journals Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University

2019 ◽  
Vol 9 (4) ◽  
pp. 972-992
Author(s):  
Manjet Kaur Mehar Singh
Keyword(s):  
Academic Success ◽  
Academic Writing ◽  
English Language ◽  
Graduate Programs ◽  
Reading Practices ◽  
Master's Students ◽  
Reading And Writing ◽  
Academic Reading ◽  
Writing Practices ◽  
Policies And Programs

Focusing on the perspective of lecturers, this qualitative research investigated the academic reading and writing challenges faced by international English-as-a-foreign-language master’s students at a Malaysian university. Data was collected through semi-structured, in-depth, one-on-one interviews with 16 lecturers who taught international students from various graduate programs. The findings from the lecturers’ perspectives indicate that the students faced acute challenges in their academic reading and writing practices such as adhering to academic writing conventions and interpreting text in an English language instructional setting. This study suggests policies and programs to overcome the challenges of the international EFL students’ academic writing and reading practices to ensure their academic success in as they learn in graduate programs.

scholarly journals KNOWLEDGE TRANSFORMING IN WRITING: AN ANALYSIS OF READ-TO-WRITE PROCESS

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Noor Hanim Rahmat
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Writing Process ◽  
Likert Scale ◽  
Critical Reading ◽  
Reading And Writing ◽  
Academic Reading ◽  
Academic Writer ◽  
Writing Course ◽  
Reading Activities

<p>Academic writing depends on critical reading. Writers need to read materials to be used as support and evidence in their writing. The writing process of an academic writer mirrors the knowledge transforming model. The link between reading and writing has been established by past studies. The read-to-write process is the academic writing process that writers go through but focused more on the reading activities to prepare for materials to be included in the essay. This study is done to explore the perception of writers in their reading stage (read-to-write process). 176 undergraduates taking academic writing course were randomly chosen to respond to the instrument. The instrument is a 5 Likert-scale with 34 items on topics pertaining to variables found in the knowledge transforming model. Findings reveal that writers take alternative roles and reader and writer in the writing process. Findings also reveal interesting pedagogical implications in the teaching and learning of both academic reading and writing.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0136/a.php" alt="Hit counter" /></p><a href="https://doi.org/10.5281/zenodo.3883649"><img src="https://zenodo.org/badge/DOI/10.5281/zenodo.3883649.svg" alt="DOI" /></a>

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals THE DEVELOPMENT OF ORAL COMPOTENCY THROUGH DIDACTIC DEMONSTRATIONS BY DOCTORAL STUDENTS

2020 ◽  
pp. 496-502
Author(s):  
S. Taubaeva ◽  
◽  
S. Imanbaeva ◽  
Zh. Baltabaeva ◽  
◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Public Speaking ◽  
Postgraduate Education ◽  
Design Experiment ◽  
Academic Reading ◽  
The Past ◽  
Scientific Report ◽  
The Republic ◽  
Pedagogical Research

The academic literacy among students development problem, which includes academic reading, academic writing, and academic performance, becomes relevant in the Republic of Kazakhstan, in the system of higher and postgraduate education. PhD students in the field of pedagogy study the basic discipline "Pedagogy Philosophy and Methodology". This discipline is designed to educate them in public speaking to an audience with their search and experiment results throughout their studies. For a speech to the audience, students prepare a scientific report. Report (scientific), researcher public presentation, which is a summary of his scientific search results, design, experiment. The purpose, structure and content of the discipline allows the teacher to systematize didactic presentations in six areas and use them in lectures and seminars. Over the past ten years, these presentations have contributed to the deeper understanding and assimilation by PhD students of the pedagogy philosophical and methodological foundations, and the pedagogical research methodological tools.

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