scholarly journals A Study on the Teaching Method of Academic Writing Strategies for College Students - Focusing on the Linking Writing Process strategies -

작문연구 ◽  
2017 ◽  
Vol null (33) ◽  
pp. 117-154
Author(s):  
이윤빈
Keyword(s):  
College Students ◽  
Academic Writing ◽  
Teaching Method ◽  
Writing Process ◽  
Writing Strategies

scholarly journals Writer and Process: A Success Story Waiting to Happen

2019 ◽  
Vol 12 (1) ◽  
pp. 90-93
Author(s):  
Anna Carolina Peñaloza Rallón
Keyword(s):  
Academic Writing ◽  
Teaching Practices ◽  
Writing Process ◽  
Writing Strategies ◽  
Success Story ◽  
Lingua Franca ◽  
Model Structures

It is time to face the facts. Every day we are asked to write more and more in English. Our academic existence is dependent on whether we can publish in English or perish (Mauranen, Pérez-Llantada, & Swales, 2010).  English has become the lingua franca of science and knowledge, but what happens when the structures and rules of standard Academic Writing seem to be against us?  Well, writers learn to adapt. We use translators, copy model structures, look for outside help, hire proofreaders, and talk to teachers. Despite our efforts, only a few writers become successful. What if we could find a solution within our own context? What if these successful writers had a secret to share with the rest of us? After all, every individual has been through a “writing process”, a series of events that have shaped the writer. By looking at the events that made successful writers who they are, we could understand how to better improve teaching practices in writing, develop efficient writing strategies, and promote individual writing styles all within our own context.

scholarly journals Writing strategies by beginning authors of academic genre

2019 ◽  
Vol 9 (1) ◽  
pp. 20
Author(s):  
Abdul Syahid
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Process ◽  
Contextual Factors ◽  
Writing Strategies ◽  
Collective Case Study ◽  
English Departments ◽  
Academic Genre

<p>Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collected. The data gathered were repeatedly examined in order to discover some reoccurring patterns. The inductive process delineated the strategies used by the participants when dealing with academic writing. The results show that, in order of priority, the writing strategies employed in their initial writing careers were social, affective, compensation, and cognitive ones. This study contributes to the knowledge of social or contextual factors in writing English academic papers by illustrating which strategies were used and how in order to cope with the writing process. It also suggests writing strategies be adopted by future authors and built in the classes of English as a foreign language. <strong></strong></p>

scholarly journals An Error Analysis on Students’ Abstract of College Students at Banten Jaya University

2021 ◽  
Vol 4 (2) ◽  
pp. 12-27
Author(s):  
Dede Fajri
Keyword(s):  
College Students ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Academic Writing ◽  
Writing Process ◽  
Vocational College ◽  
Verb Agreement ◽  
Language Competency ◽  
Simple Activity

Writing is not a natural talent in language acquisition since it necessitates both editing and revising, making it appear to be a simple activity. A dictionary might be used by students to assist them use a foreign language in any situation. These exercises, however, may cause a number of mistakes in pupils' writing tasks. In light of this, the purpose of this study is to detect students' difficulties and grammatical mistakes during the academic writing process. In this study, mixed techniques were used to document the works of vocational college students and conduct interviews with them.  The evidence on learners' grammatical mistakes was gathered, transcribed, evaluated, and interpreted. The students' mistakes were found to be in the following areas: tense (38.0%), preposition (11.7%), article (11.4%), conjunction (11.4%), omission (8.9%), subject-verb agreement (6.3%), and adverb (6.3%). (2.5 percent ). Meanwhile, according to the interview, most of the students (81.8 percent) utilized a translation tool such as Google translate to help with language competency during the writing process. Despite using a translation tool in writing, the majority of students (73%) said it was a challenging ability to master, and 18% considered the writing process was the most difficult of all language tasks.

scholarly journals Writing from Within the Body as a Research Process

2021 ◽  
Author(s):  
Hyo Yoon Kang
Keyword(s):  
Academic Writing ◽  
Writing Process ◽  
Research Question ◽  
Research Process ◽  
Research Topic ◽  
The Body ◽  
Writing Strategies ◽  
Writing Style ◽  
Reading Practice ◽  
Interdisciplinary Study

Legal academic writing seldom reflects on its choice of research topic and writing style. The published text rarely incorporates thoughts about the choice of genre or format, and their fit with the research question itself. This chapter observes its own pre-writing process rather than making an argument or a claim as most academic writings do. An injury made me discard my initial plan for the chapter, and the notion of the ‘body’, which the editors had assigned me as the object of a hypothetical interdisciplinary study, became the material subject of the writing process itself. Experiencing bodily constraints changed my reading practice and necessitated different media and writing strategies. The resulting text is a personal record of reading and thinking in a particular period of time.

scholarly journals A Study on the Teaching Method for Academic Writing through Interactive Feedback

2021 ◽  
Vol 15 (5) ◽  
pp. 143-155
Author(s):  
Sang-eun Park ◽  
Seohyun Ahn
Keyword(s):  
Academic Writing ◽  
Teaching Method ◽  
Writing Process ◽  
Academic Community ◽  
Feedback Process ◽  
Writing Courses ◽  
Writing Strategy ◽  
Interactive Feedback

Interactive feedback refers not to the unidirectional feedback given by a professor, but rather to responsive feedback is provided as response the student’s self statement on their own writing, regarding his or her their intentions as an author and their writing process. It allows students to accept feedback as conversation and communication with readers within the academic community, rather than as a modification demand or justification of evaluation from the professor. Students can experience feedback request and constructive application of the feedback in their writing as a useful writing strategy. Professors also can provide effective and efficient writing guidance and advice by identifying their students’ writing intentions and concerns in advance. This study examined the theory and overseas examples of practiced interactive feedback, constructed post-writing activities and feedback process that can be implemented in class, and then demonstrated them in writing courses of university. As a result, this study confirmed that students experience the writing process in a more communicative manner through interactive feedback.

scholarly journals Exploratory teaching method of college courses based on the module thought

2018 ◽  
Vol 6 (6) ◽  
pp. 51-56
Author(s):  
Minghui Ma ◽  
Shidong Liang ◽  
Guilian Wang
Keyword(s):  
College Students ◽  
Communication Skills ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Learning Ability ◽  
Classroom Teaching ◽  
Practical Case ◽  
College Courses ◽  
Teaching Models ◽  
Information Level

Colleges and universities shoulder the important mission of training qualified contemporary college students. With the development of contemporary social and the rapid promotion of information level, teaching models and methods are faced with great challenges. Therefore, this paper analyzes the problems existing in the classroom teaching in Colleges and universities, combined with the students' thinking and learning ability. The module thought is introduced to the teaching process. A practical case is selected to illustrate the validity of the method. The results show that the teaching method proposed can enhance students' interest in learning professional knowledge and improve their communication skills.

scholarly journals Using Rubrics in A University EFL Process Writing Program: An Exploratory Case Study

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yamin Qian
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
English Language ◽  
Writing Process ◽  
Writing Programs ◽  
Data Set ◽  
Writing Classes ◽  
Peer Reviews ◽  
Reflection Data ◽  
Student Cohorts

While rubrics have been widely recognized as an effective instructional tool for teachers to evaluate students’ writing products, fewer studies explored how students use it for their writing process in an EFL university academic writing classes. This study explores the application of process-oriented rubrics in two EFL writing programs, and investigates whether English language proficiency, motivation to writing, and their previous experiences with writing programs would significantly affect the use of the rubrics. The participants (N=190) were from two student cohorts, each of which had 95 participants. The data set includes students’ self-, peer- use and the instructor’s use of the rubrics, and students’ written reflection upon peer feedbacks. The data showed that the rubrics can guide students to practice a writing process, and that the 20-item rubric was statistically reliable.  The data of rubrics also showed that the participants were more critical on their peers’ writing, and the reflection data showed students’ awareness of revision strategies. The qualitative data seemed to suggest that peer reviews and reflections upon such reviews could enhance students' revision strategies. This article will conclude itself by providing some pedagogical suggestions in EFL contexts

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