Writer Identity Construction in MSc. Students of Engineering

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.

Move analysis and their lexical verbs of research article abstracts of Filipino and American writers

Rhetorical move analyses of research article (RA) abstracts have established variations across disciplines and cultures. However, there is still a need for more explorations on Applied Linguistics discipline. Comparing native and other group of non-native speakers of English, such as Filipino users of the language, has also been a neglect in research as far as the researcher’s knowledge is concerned. Hence, this study investigated the rhetorical moves in the RA abstracts of American and Filipino writers who are published in two journals related to Applied Linguistics field. The study also explored the lexical verbs underlying each move in all the abstracts. Each abstract was then segmented into moves. Findings revealed that the moves Situating the Research (STR), Presenting the Research (PTR), and Discussing the Research (DTR) were obligatorily used by both groups of writers, while the moves Describing the Methodology (DTM) and Summarizing the Findings (STF) were obligatory only among Filipinos and optional among Americans. Filipino writers appear to develop their own conventions deviating from Americans who are considered native speakers and norm providers. The results also amplify the existence of cultural differences even in abstract writing. Further, the study details lists of lexical verbs that may be used to realize a rhetorical intent of each move. Hence, academic writing instructions may be informed by the rhetorical and linguistic realizations unveiled in this study. Directions for future research are likewise provided.

What instructions are available to health researchers for writing lay summaries? A scoping review.

Objective To better understand the characteristics of, and requirements for, lay summaries by reviewing journals, global health organisations, professional medical associations and multi-disciplinary organisations, consumer advocacy groups and funding bodies. Design Using a scoping review methodology, we searched the websites of each identified data source to determine if they require, suggest, or refer to lay summaries. Two reviewers extracted lay summary writing instructions from eligible data sources from Australia, USA, UK, Canada and New Zealand. Data sources were linked to the top 10 non-communicable diseases. Main Outcome Measures Using an inductive approach, we identified characteristics of lay summaries and lay summary writing instructions and extracted data on these characteristics. These characteristics are lay summary formats, audience, requirements, authorship and labels, and elements of lay summary writing instructions (e.g. word count/length). We also noted who was expected to write the lay summaries, whether they were mandatory or optional, and the terms used for to denote them. Results The websites of 526 data sources were searched. Of these, 124 published or mentioned lay summaries and 108 provided writing instructions. For lay summaries, most were in journals, written by the author of the published paper, and only half were mandatory. Thirty-three distinct labels for a lay summary were identified, the most common being graphical abstract, highlights and key points. From the lay summary writing instructions, the most common elements for written lay summaries referred to: structure (86%), content (80%) and word count/length (74%). The least common elements were readability (3%), use of jargon, acronyms and abbreviations (24%), and wording (29%). The target audience was unclear in 68 of 108 (63.0%) of lay summary instructions. Discussion Although we identified over 100 sources provided instructions for writing lay summaries, very few provided instructions related to readability, use of jargon, acronyms and abbreviations, and wording. Some instructions provided structured formats via subheadings or questions to guide content, but not all. Only half mandated the use of lay summaries. Conclusion For lay summaries to be effective, writing instructions should consider the intended audience, ideally incorporating consumer input into their development. Presently, lay summaries are likely to be inaccessible to many consumers, written at a high reading level, with jargon, acronyms and abbreviations. Ideally, all research articles will have an accompanying lay summary. Mandatory lay summaries, however, are of limited value without clear and thorough instructions to guide authors. Public and patient involvement statement Patients or the public were not involved in the design, or conduct, or reporting, or dissemination plans of our research study. Protocol and registration We conducted a scoping review using methods outlined in the PRISMA extension for scoping reviews and information in the Joanna Briggs Institute Reviewers Manual for scoping reviews. A protocol for this study was completed prior to data analysis and is on Open Science Framework.

Writing Instructions at a University and Identity Issues: A Systemic Functional Linguistics Perspective

In this paper, we explore the discoursal identity in the academic writing of a postgraduate student from the University of Pakistan where English is the medium of instruction as well as taught as a foreign language. The study aims to find out the extent and the specific ways dominant conventions and practices enable and constrain meaning-making. It also helps to identify the role of social and institutional goals in shaping the discoursal identity of students. To achieve our objectives, we have conducted a linguistic analysis of the student’s academic texts by using Systemic Functional Linguistics. The findings from the linguistic analysis of academic texts are quite significant because the lexico-grammatical and discoursal choices in the academic texts reflect their writer’s desired disposition and their orientation within academia and their socio-cultural setting. Thus they reveal the writer’s discoursal identity and his positioning and affiliation with the academic community. The findings of the study provide significant implications for the reconceptualization of writing instructions at universities, also they point to the need to employ emerging technologies in the writing instructions program while not ignoring the students’ identity issues.

English Writing Instruction in Chinese Students’ Experience: A Survey Study

While there is no lack of studies on the major approaches to L2 writing instruction (i.e., the product-, process-, and genre-oriented approaches), it remains unclear whether and how these theory-based approaches have been translated into students’ experiences of L2 writing pedagogy. This study examined students’ experiences of L2 writing instructional approaches in the Chinese EFL context. A sample of 1,190 students from 39 Chinese universities participated in the study and they were surveyed about the English writing instruction they received in universities. Results show that the process-oriented approach was most experienced by the students, followed by the genre- and product-oriented approaches. Results of latent profile analyses revealed four distinct profiles of writing pedagogy in students’ experiences: the indistinctive pattern, the product-dominant pattern, the process/genre-dominant pattern, and the synthetic pattern. These patterns indicate that writing instructions in the Chinese university-based English programs have yet to meet the demand for students’ L2 writing development. This study contributes to our knowledge of how L2 writing instructional approaches have been experienced by students of various demographic backgrounds and to how writing curricula and pedagogies can be further improved.

Investigating Indonesian Master's Students’ Perception of Critical Thinking in Academic Writing in a British University

Critical thinking is generally valued as expected outcomes of university graduates although the concept of it is controversial. Students are required to display it in academic writing which is the default of university assessment. However, international students from “non-Western” backgrounds in particular, frequently experience difficulty in demonstrating critical expression in their written texts. The current study, in the light of interviews with four Indonesian master’s students, therefore, aims at investigating their perception of critical thinking, exposing some factors perceived to be influencing the application of critical thinking in academic writing, and exploring their development of critical thinking. The results of the analysis reveal that although they were raised and educated in different cultural and educational context, they have a sufficient understanding of the concept and passionately engage with critical thinking. The findings also show that despite the influence of culture and educational background on their writing style, the participant have ability to adequately adapt to a new discourse. The challenges they faced include a lack of evaluation and synthesis skills, structuring ideas, and grammatical problems. The study suggests the need for the university and tutors to evaluate their writing instructions to focus more on providing writing practices and review the custom of conventional form of essay to accommodate more a range of divers yet unique expression.

Need Analysis of Academic Writing Teaching Model Based on Process-genre Approach: What Do They Really Need?

This study aims to investigate the needs of students and lecturers in writing instructions using the process genre approach. Besides, this research is also based on facts which reveal that decision making on learning objectives is only taken from the curriculum and syllabus review used. But unfortunately, the preference of students and lecturers for learning needs is actually ignored. The method used in this study is a qualitative method using questionnaires and interviews as research instruments. The number of participants in this study was 3 Indonesian language lecturers and 65 students at the State Islamic University of Sultan Maulana Hasanuddin Banten. The participants of the students were selected by using a purposive random sampling technique. The results showed that the need for a writing learning model design using the process genre approach. Specifically, the findings of this study include several aspects needed by students and lecturers, namely: (1) a comprehensive learning approach involving students, colleagues, and lecturers, (2) writing assessment must cover broader aspects, and (3) the need for publication as part of the writing activity. Furthermore, the syntax in the learning model based on the needs analysis is: (1) recognize the form of the text, (2) analyze the text, (3) discuss the text, (4) write the text independently, (5) finalize the text, and (6) publish the text.

Need Analysis of Acadenic Writing Teaching Model Based on Process-genre Approach: What Do They Really Need?

This study aims to investigate the needs ofstudents and lecturers in writing instructions using theprocess genre approach. Besides, this research is also basedon facts which reveal that decision making on learningobjectives is only taken from the curriculum and syllabusreview used. But unfortunately, the preference of studentsand lecturers for learning needs is actually ignored. Themethod used in this study is a qualitative method usingquestionnaires and interviews as research instruments. Thenumber of participants in this study was 3 Indonesianlanguage lecturers and 65 students at the State IslamicUniversity of Sultan Maulana Hasanuddin Banten. Theparticipants of the students were selected by using apurposive random sampling technique. The results showedthat the need for a writing learning model design using theprocess genre approach. Specifically, the findings of thisstudy include several aspects needed by students andlecturers, namely: (1) a comprehensive learning approachinvolving students, colleagues, and lecturers, (2) writingassessment must cover broader aspects, and (3) the need for publication as part of the writing activity. Furthermore, the syntax in the learning model based on the needs analysis is: (1) recognize the form of the text, (2) analyze the text, (3) discuss the text, (4) write the text independently, (5)finalize the text, and (6) publish the text.