Taking into account the importance of this issue and the inherent hybridization of academic genres it implies, our presentation aims at describing how master students cope with this process, how they combine the academic and the professional perspectives in the construction of their master dissertation. In order to achieve our goal, we developed an exploratory case study, analysing the interview of an Engineering student, who had just finished her dissertation focused on her work as a trainee engineer in a factory.
We also analysed the dissertation, previously discussed and approved at the University, in order to see how the academic and professional contexts interact and the effects of this interaction on the dissertation construction process and on the features of the text produced.
The analyses of both the interview and the dissertation show that different aspects are affected in this intersection of the academic and professional perspectives: supervision, activities, timing, methodologies, as well as the writing process and the characteristics of the text which has to convey different aspects and patterns in the description of a reality that goes beyond the academic universe.
It can help novice writers understand regularities, symbolic choices and practices within communities and systems of activity that vary through time Bazerman, and therefore it can promote critical awareness and heightened sensitivity for writing variation, a key feature in skilled and effective writers Devitt, Central to academic writing instruction is intertextuality: including, appropriating and assessing knowledge, sources and authorized disciplinary voices while building and negotiating a self, authorial voice Hyland, This exploratory research aims to contrast intertextuality patterns in 10 undergraduate History major dissertations written in Spanish between creation of the first national History Department and expansion of Higher Education at the two most important universities in Chile.
Two independent researchers qualitatively coded explicit techniques of intertextual representation Bazerman, in the corpus using NVivo Interrater reliability and number of occurrences are calculated. These complex intertextuality patters are interpreted as a recent feature of writing in History that has emerged to meet a gradual professionalization and globalization of the field and a pressing expectation for novice writers to systematically engage in disciplinary consensual knowledge.
The aim of this paper is to show through which mechanisms a strong focus on plagiarism and the use of plagiarism detection software impacts students' identity construction as writers. The tutorial was created in collaboration between Danish University libraries. This paper joins an ongoing critical discussion of the implication of plagiarism software on writing development Vardi, ; Silvey et al. We show how, paradoxically, a legal discourse as a framework for writing denies students ownership of their own writing, making it very difficult for them to carve out a space to develop their own authorial identity and voice.
By offering contesting discourses to those that are limited to producing non-cheaters, writing support practices can play an important role in supporting students negotiating an identity as writers. Identity in student writing is mostly discussed as a matter of compromise and a process involving the loss of voice.
Understanding the hidden power relations in writing in this way helps to reveal the alienating and marginalising nature of writing for undergraduate students in particular Lea and Street But what is missing from these debates is a challenge to the scant attention paid to the possibilities, opportunities and privileges that students may experience as writers.
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And yet such a discussion can contribute additionality both in terms of understanding identity-work in writing, and the potential to steer writing pedagogies in new and novel ways Thesen and Cooper This paper therefore attempts to plug this apparent gap by drawing from a series of semi-structured interviews with undergraduate students that unexpectantly included the gains of writing from the student point of view.
These gains were diverse and involved concerns to do with agency, accessibility and advocacy. In particular, the paper discusses the ways in which some student writers spoke of audiences beyond academia and their sense of responsibility and power towards them as student writers. The paper also explores the way that some students spoke about deliberately resisting academic conventions, and the ways they sought to implant aspects of themselves in writing through a number of linguistic devices that they saw as available to them.
The findings highlight the ways in which students maintain and assert voice in academic writing and the complex ways in which students view the play out of power within academia, which they see themselves as part of. The implications are that new ways of viewing student agency in writing might be made use of in relation to assessment design and supporting writing development. This paper will report the main findings of a study aimed at identifying patterns in the use of evaluative resources in texts written by undergraduate students of Spanish.
By highlighting these resources it is possible to see how these students construct both a stance and an effective voice in their texts. In addition, we compare patterns used by first- and fourth-year students to see how the construction of voice develops and differs in the course of a four-year university program. Taking these three subsystems into consideration, twenty literary essays were analyzed with the objective of identifying distinctive evaluative patterns. These essays were written by students —ten sophomores and ten seniors- of Spanish Literature at a university in Mexico. The description of these linguistic resources helps shed light on the strategies that students use for presenting a stance as well as negotiating a voice in their texts.
At the same time, by identifying these strategies, it is possible for teachers to help students work at different stages towards a more effective use of evaluative resources and therefore help them establish a more successful authorial voice in their texts. As a group of language experts, we teach academic writing courses in English and Dutch embedded within degrees at various faculties.
This means we need to take into account differences between disciplines in terms of writing styles and cultures. Moreover, the increasing internationalization means we are working with students with different language backgrounds, different levels of proficiency, and with varying levels of analytical knowledge about language.
Our way of meeting these challenges is a feedback system which we have developed in the past years. Students see this code, and can click on a link to go directly to the relevant page on a purpose-built feedback website, which contains an explanation of the topic, lists common errors and offers exercises. The codes and website were developed based on error categorization of hundreds of student texts from a wide range of disciplines.
We have not only aimed to develop a system for providing effective corrective feedback cf. This not only includes attention to technical vocabulary in addition to general academic vocabulary cf. In this talk, we will briefly report on the categorization of errors by students. These results provide valuable insight into the needs that students in different disciplines have when it comes to language skills and language support.
Multiple methodological approaches are applied, including the mapping of writing instructions at the University of N and a needs analysis related to the establishment of a WAC-programme. As a traditional research university, writing support at N has generally been sparse and reliant on individual teachers. In addition to the analysis of documents, we draw perspectives from interviews of international students and a small teacher survey. In order to design writing support services where students and teachers can interact in relationships of mutual recognition, the analysis focuses on questions of academic literacies, voice, identity and subject positions.
We find that attention to writing is absent even in settings where it would have been natural, such as central recommendations for improving feedback and the design of digital learning environments. Instead, there is a struggle for recognition Honneth that affects both teachers, students and the relationship between them. The aim with this study is to explore how students make use of digital writing tools while writing an academic essay.
In order to examine how students make use of such tools I have followed ten students during their ten weeks essay writing. This methodological approach, which is grounded in sociomaterial theory e. In my analysis of the data I have related to the field of academic literacies Lea and Street as well as to the field of digital literacies e.
Goodfellow and Lea My results show that students rarely make use of other tools than the conventional, and by the university amended writing tools, such as Microsoft Word. However, I show that mobilizing different digital tools might open up for new learning processes while writing. In the presentation I argue that awareness of digital strategies could be an important contribution to the teaching of academic writing.
Goodfellow, R. Literacy in the digital university : critical perspectives on learning, scholarship, and technology: New York : Routledge. Gourlay, L. New York: Routledge. Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23 2 , Deconstructing digital natives: young people, technology, and the new literacies.
New York Routledge. As a result, academics may struggle to find their identity as writers. Structured writing retreats cf. At the Unit for Academic Language ASK , a university-wide unit catering for writing and language development for students and staff at the University of Gothenburg, Sweden, structured writing retreats for academics doctoral students and researchers have recently been implemented. One important aspect of retreats is writing together with other writers, i.
A small-scale survey initiated by ASK in shows that many participants have actually done so when returning to their everyday work environment. During the past couple of decades, higher education institutions have been enhancing supervision practices and academic support for increasingly large and diverse cohorts of doctoral students Andres et al, To help these students transition into scholarly writers and successfully complete their dissertations, writing centers frequently provide writing support, including writing retreats.
Writing retreats for doctoral students usually stress either individual writing time or formal, generic training of writing skills isolated from the broader learning processes in which students develop their scholarly identity and autonomy. We will discuss the development and results of three separate retreats run between and , based on action research.
The data includes facilitator experiences, observations and reflections, the writing retreat design, student answers to open-ended questions, and student evaluations. The retreat is innovative in actively using peer groups in the learning process and in being embedded within a formal research program consisting of several adjacent disciplines. The retreats focused on the writing process, cross- disciplinary negotiation of meaning through supervisor feedback and peer review, writing time, and individual and social development.
The learning thus occurred at several intersections: in generic, cross-disciplinary, and disciplinary frameworks, as well as in formal and informal and individual and collective learning processes. Our findings indicate that the retreat helped strengthen students' confidence and skills as writers, their individual and collective identities as doctoral students and emerging scholars, and their institutional ties. In spite of such approaches being theoretically discredited Lea and Street , Lillis , Wingate current provision can still be characterized as fragmented offering generic, deficit focused, skills based instruction.
This presentation reports on our attempts to bridge this gap and embed writing development work within a department. We report on an extended action research project which aimed to increase student academic literacy within one department with a specific focus on students from a widening participation background.
We assume "all students require tuition that helps them develop conversancy with the academic literacies of their discipline" Murray and that our institution bears responsibility for providing opportunities to do this. The project provided three distinct interventions; creation of exemplars of high scoring student writing with staff commentary, providing writing retreats to generate text Petrova et al and writing circles to collaboratively develop editing skills Roberts et al Focus groups were used to evaluate the pilot, capturing staff and student experiences.
Now in the second year the project has moved from co-curricular position to more fully embedded in the curriculum, and we are adding to focus group data with pre and post measures of confidence and self-efficacy drawn from self -report questionnaires. Writing expectations vary across cultures; language differences, information emphases, even vocabulary and style vary wildly among cultural groups.
My university LCC International University is an English-medium university in Lithuania that teaches an international student body who are not native English speakers. My challenge as a first-year writing instructor is to respect the cultural identity and the education the students have earned while also providing tools to succeed in future university coursework.
Adapting writing to students and students to writing is complicated; I propose three activities that help instructors engaging with new student cultures. First, we will analyze academic writing from several cultures to identify what those cultures value in academic writing. This teaching practice presentation aims to promote visualisation tasks and tools as powerful pedagogical means which can be fruitfully used for this purpose.
I will first present a rationale for the use of visualisation in the academic writing classroom as a pedagogical device for supporting writing development by raising writer awareness and stimulating reflection and discussion about writing. This will be followed by a brief introduction of visualisation tasks and tools that have recently been used in academic writing research, such as the genre visualisation task e. Ways in which these tasks and tools can be adapted for pedagogical purposes to support writing development will then be suggested and their strengths and limitations will be discussed.
In the second part of the session I will invite questions, comments and further suggestions from the audience. Lillis, T. Academic writing in a global context. The politics and practices of publishing in English. Routledge: London. Negretti, R. Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course.
Journal of Second Language Writing, 40, Studies in Continuing Education, 39, A key challenge for life science students at the University of Oslo is that they meet only a few writing assignments before writing their master thesis. Master students must rapidly mature from writing undergraduate lab reports to presenting independent research results, and this process requires complex disciplinary learning.
This presentation will demonstrate how teaching with a visual organizer can support the students in their writing development in two steps. The teaching practice is easy to use and can be adapted to teachers and writers at different stages. First, the writer uses visual organizers for example PostIT-notes to structure and explore the elements of a paper or a section of the paper. The visual organizer provides an overall picture of what the writer wants to communicate, and facilitates reflection and discussion concerning the role of structure in academic writing.
The second step is an innovative aspect of the teaching practice. Here, the writer takes the perspective of the intended reader and re-examines the outlined text. In addition, the teaching practice can also stimulate disciplinary learning, as the disciplinary content forms the basis for understanding the discipline-specific genre features.
The visual organizer teaches the students about the intimate relationship between the structure and content of an academic text. This teaching practice demonstration will suggest practical ways to incorporate commonplace books into courses across disciplines to help students engage and understand ideas, their relevance, and interconnectedness. Historically, a commonplace book was a handwritten notebook, a deeply personal place to store materials for future reference. John Locke developed an intricate system for categorizing and indexing to ease the process of finding material inside.
Many writers adopted commonplace book practices, including Auden, Wilde, Hardy, Forster. Integrating commonplace books enables me to make the reading and writing process central to each class, and enables students to creatively engage with and collect language of others, grapple with it at a deeper level, and in turn, to create and to expand their own understanding.
Commonplace books allow students to think as writers, and become aware of the critical importance of observation and collection for producing an effective written product Gaillet. Students leave the course with a personal companion text that reflects their development and interests as writers and readers. They offer a richer approach than journaling by identifying and selecting worthy ideas and phrases, copying and manually transcribing passages from readings and conversations, indexing, classifying, and then actively engaging with these passages.
Students internalize complex material, and negotiate new stylistic preferences in their expression and writing habits. Commonplace books positively impact writing, and they can be an effective tool for students to learn course content across disciplines. This demonstration will provide samples from writing, art, and mathematics. The Text Trainer is a teaching methodology that enables students to write better texts and, at the same time, to become more acquainted with the content of the disciplines they are working in. In this study, the Text Trainer is applied to academic writing skills.
The methodology consists of a step-by-step-plan and instruments, used by teacher T and student S :. Students write a paper on the history of a country, by doing profound research. They develop their writing skills, disciplinary knowledge of history and research skills: the writing support is embedded in those disciplines. In this case, the Text Trainer instruments form an integral part of the Journalism training program teachers in the team are all involved.
The strategy fits into a learning pathway of academic writing towards the bachelor paper students have to write in their 3rd year. The examples, the checklist and peer feedback are crucial steps in the methodology of Text Trainer: Students gradually learn how to be critical about their own writing, acquire a better insight in the writing process, understand the intensity of setting up a small research project, gaining knowledge in history, critically deal with sources and summarize the information provided in these sources.
Teachers will increasingly become teachers of reading and writing. However, research shows that teacher candidates seem to experience substantial difficulties with reading and writing — especially when it comes to academic reading and writing. In our symposium we shed some light on the reading and writing abilities based on three longitudinal studies from German speaking regions. These studies capture reading and writing measures during regular teacher education with challenging reading and writing tasks.
Yet, they employ quantitative and qualitative approaches and use unique but complementary points of view, which are useful to get a better picture of emerging writing skills and demanding writing requirements. The Swiss study uses a small set of discourse syntheses. The underlying texts were thoroughly analyzed in order to trace processes of informational selection and transformation.
This particular perspective aims at a clear-cut intersection of reading and writing and is useful for capturing both skills. A small-scale pilot study was conducted during a portfolio course in which students had to cope with a difficult writing problem. The measures comprise motivational beliefs as well as a new instrument capturing conditional writing knowledge. The latter approach is quite new and deserves more attention considering that knowledge is a necessary precursor of writing success.
Talk 3 Schindler deals with a longitudinal analysis of the changing nature of research questions that are developed during the practical term. During the practical term teacher students must tackle different environmentally driven affordances during a couple of months.
The talk gives linguistic insights into academic writing at the intersection of university and school. This study contributes to the field of teaching academic writing by refining a methodology for compiling academic phrasebanks. Using such resources can help students find appropriate rhetorical and linguistic means when writing academic texts Morley n.
As such, phrasebanks help students to shape their writing so that is meets the expectations of their disciplinary audiences. The Estonian phrasebank which has been compiled using a corpus-based bottom-up approach that relies on frequent N-grams see Cortes This method is efficient as it allows identifying the most typical expressions and their functions across large bodies of text. However, the method has been criticized it for being too coarse-grained to identify all relevant functions Moreno and Swales, In this study, we compare the functions and expressions in the Introduction section obtained with the bottom-up approach to that of top-down approach.
The preliminary results indicate that while there are differences in the expressions obtained with the bottom-up and top-down approach, there is considerable overlap in the functions identified with the two approaches. References Cortes, V. The purpose of this study is to: Connecting lexical bundles and moves in research article introductions. Journal of English for academic purposes, 12 1 , Accessible at in April : teadustekst. Moreno, A. Strengthening move analysis methodology towards bridging the function-form gap. English for Specific Purposes, 50, Morley, J.
Phrasebank: a University-wide Online Writing Resource. The issue of the value of 'general' academic literacies AL courses vis-a-vis 'faculty-specific' ones surfaced at the University of the West Indies in when a quality assurance review team recommended a change to the academic literacies programme. Instead of mixed-faculty groupings of Jamaican Creole-speaking students with substandard English language proficiency ELP pursuing a two-semester 'general' AL course, it was proposed that those successful in semester one of this course be transferred into faculty-specific courses for students deemed to have satisfactory ELP levels.
The reviewers' rationale was that the non-faculty-specific course, Foun, disadvantaged students, failing to provide a disciplinary orientation. This recommendation was rejected by Foun lecturers who had fought to introduce the course for a student population adjudged 'at risk', and who had been witnessing increasing Foun pass rates. This research compares the academic outcomes of Social Sciences students who passed the general AL course with those of their counterparts who pursued a Social Sciences-specific one.
To interpret the findings, the two courses' structure, content, delivery and assessment are analysed with a view to determining if, and how effectively, disciplinary intersections inform the pedagogy of the general AL course, and its efficacy in meeting its Social Sciences students' AL needs. Is placement in general or faculty-specific UWI Mona academic literacies courses correlated to the academic outcomes of students in their discipline-specific courses? Subquestions: 1 In what ways, if any, do the Year 1 GPA and course pass rates of successful Foun students differ from those of successful Year 1 students in the Social Sciences faculty-specific Foun course.
If so, how is this achieved? The main objective of this research is to create an "ideal map" which is the inventory or snapshot of the academic genres which constitute the writing requirements of all the subjects in the curriculum of the different levels of the Spanish educational system.
The framework is based on writing model of the Didactext Group www. The school in which the preliminary study was carried out belongs to the public education network of the Madrid Region. We designed a questionnaire aimed at the teachers of the school Compulsory Secondary Education, Baccalaureate, and Higher Vocational Training, from ages 12 to This questionnaire was validated by teachers from the school from different subject areas, as well as by experts in statistics. Then, we applied the questionnaire to obtain a picture of the uses and requirements of writing at the school, and to diagnose their writing situation.
The predominance of the 10 most required academic genres 7 expository, 2 narrative and 1 descriptive confirm the expository academic orientation of the teachers' requirements. The relevance of this work stems from the fact that the school uses and requires a diversity of academic genres in the process of teaching and learning. Both teachers and students use academic genres in order to facilitate the learning process and make it more effective.
Thus, a map including academic genre AG was created using the data obtained, from which a series of proposals for the improvement of the writing process have been drawn up. Hyland The aim of investigating this issue in different local university communities at a particular German university more closely is to be able to formulate recommendations to improve academic writing support for its junior researchers.
Rabe These were transcribed and analysed with the help of a qualitative content analysis cf. In this talk, I will present and discuss first findings concerning the use of first person pronouns. The data reveal that there are not only differences in treatment between the two disciplines but even within the disciplines. All supervisors uttered their view on whether to use them or not rather as clear conventions, whereas the different functions of the pronouns cf. Hyland ff as well as possible options to avoid I or we were stated as leaving more room for individual choices, at least in business studies.
Pedagogy Meets Digital Media: A Tangle of Teachers, Strategies, and Tactics – CITE Journal
In this poster, we share our experience of organizing and teaching the compulsory academic writing course Writing in the Engineering Profession 4. The language instruction is Swedish, the L1 of the majority of students. Up until , the course was held by the School of Computer Science and Communication, but since fall the responsibility now lies on KTH Language and Communication. Planning and giving such a course poses a number of organizational and pedagogical challenges. The students have diverse levels of writing experience and need different levels of introductions to Academic Writing and other written assignments at university.
As Engineering Students in Computer Science at KTH, they write different types of texts, for example, code commentaries and project descriptions, and would, therefore benefit from a broader understanding of the various text types they may encounter during their studies and future workplaces. As is well known, the importance of excellent communication skills for a successful Engineering Career cannot be emphasized enough, as discussed by e. Lappalainen and Gustafsson et al. Therefore, the course is under re-development to include other text types, more aligned with other courses and written assignments within the programme and in the Engineering workplace, to further the students Engineering Proficiency in Literacy.
We propose that a general principle of academic writing could well be used as a starting point for the teaching of other text types.
We problematize the relationship between writing academically as part of a university degree and writing in the engineer's workplace. We discuss why and how the course needs to be further developed and integrated with other courses throughout the programme, in order to meet the requirements from both programme directors and the industry, and the challenges that such development provides. Compared to writing for general purposes, academic writing contains rigid linguistic features student writers are expected to demonstrate in their compositions.
Data is drawn from interview transcripts from 5 Japanese university students who recently completed an introductory course in academic writing in the EAP department. The questions asked concern what constitutes good writing, whether the sample essays introduced during the course, demonstrating frequent deviation from the academic norm, were useful for student development and whether the participants valued discourse conformity over approaching the essay in their own way.
The results suggest that the kind of genre-bending and rhetorical playfulness illustrated in the samples be a focus of instruction. Yet others felt practice and eventual mastery of the academic discourse was necessary before learning and applying such rhetorical flourishes. A case is made for reviewing the relevance of creativity in EAP writing instruction and the extent to which it may be involved in EAP pedagogy.
The publication activities of senior academics tend to be closely related to those of their PhD students as the relationship of a supervisor and a PhD student is supposed to work on a mentorship basis. In cultures where academic writing and composition are not taught, a novice researcher may rely on their mentor even more. Our preliminary results seem to confirm our hypothesis that those Czech supervisors who had had some exposure to structured writing support, e. On the other hand, those who themselves learned to write by trial and error seem to remain unaware of the possibility to teach and learn writing.
The results are important for further progress as the presented research constitutes a part of an applied research project which will culminate in the development of blended-learning courses of academic writing and publication practice for PhD students in English at a non-English engineering university. The research results will be used in shaping the courses on academic writing and publishing, accompanying materials and workshops. Besides a didactic manual to train new writing instructors to teach the courses, we will prepare workshops for supervisors to equip them with the competence of providing quality feedback on writing as we would like them to remain important agents in the learning process.
Academic writing professionals continuously work on expanding the scope of writing genres so that students and researchers could find stimuli to present their research outcomes most effectively. Expanding the boundaries of possibility in academic writing can encourage students and early-career researchers to take their first steps on the publishing path. One of the genres that can help novice writers build confidence in practical skills is a science essay. Being concise, this genre is a perfect tool for conveying scientific insights that can emerge from in-depth studies. A science essay may also suit those who seek to present their original research findings that, on the one hand, may lack in scale but, on the other hand, may put a broader perspective on well-established issues.
The poster describes a project — a scientific essay competition — initiated by the National Consortium of Writing Centers Russia in collaboration with North American writing centers. The competition was created to inspire students and researchers to look back over some of the scientific breakthroughs of the past and consider what discoveries and inventions will advance science, engineering, and innovation throughout the world for the benefit of the humanity in future. Tutors from well-established North American writing centers double peer-reviewed the submissions.
Both the participants and the tutors took advantage of the opportunity to improve their research writing skills, explore educational settings across many disciplines, and learn within various science domains. The poster maps out a coherent strategy for using a science essay competition to establish international collaborations. The poster also highlights approaches to using science essay as a most effective writing genre to teach research writing skills outside the classroom. Nowadays, there is a trend towards informality and a shift away from formal and impersonal style of academic writing to one that allows more personal comment, narration and stylistic variation.
Based on recent research, traditional emails may be regarded as an obsolete medium of communication. However, lacking other options, they are still an indispensable tool for efficient communication in increasingly blended academic learning environment, representing a hybrid form of writing, an asynchronous dialogue between students and professors.
Hence, the purpose of this poster presentation is to draw attention to and provide guidelines for teachers for new style and language used in emails written by students to their professors in university context, enabling better understanding of this form of academic writing, providing reasons for accepting email informality as a novel emailing style, and linking this novel informal stylistic features to other academic genres students would write in their future academic careers.
The poster will emphasize the stylistic, structural and linguistic elements of contemporary emails whose norm is becoming less formal, with the objective of raising awareness to potential new standards in emails as academic means of communication, as well as potential informal features that might occur in other academic writing genres. This poster presents a collaborative study between the Physics Department and the University Writing Program at the George Washington University that studies genre-based writing skills in Physics.
Our response was to design a collaborative research study with Physics faculty. Our goal is to demonstrate to scientists through their own disciplinary values that students can be taught STEM writing genres, and that STEM faculty can do this teaching. For STEM faculty the idea that faculty can teach—and have students learn—how to write in disciplinary genres is novel. Our research examines how teaching Physics genres enables students to conceptualize themselves as emerging scientists engaged in professional communication.
Our longitudinal analysis investigates student writing from three sequenced Physics courses, evaluating student writing taught before faculty developed genre assignments, and student writing that responds to genre assignments. Analysis is based on a rubric collaboratively developed that evaluates general learning outcomes: attention to audience, genre, structure, style, as well as specialized learning outcomes: acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods.
Initial analysis of student writing shows that teaching genre increases student ability to write in Physics, and that students demonstrate identifications as scientists. We are receiving attention from Physics and STEM audiences as the research is a cross-disciplinary collaboration that is produced from within their discipline.
Based on initial results, we are working with our Physicist colleagues to redesign their undergraduate major and writing assignments that teach Physics genres with a goal to expand STEM faculty who are expert teachers of writing. This collaboration, its initial empirical results, and curricular materials offer a model for curricular and assignment design, cross-disciplinary research collaboration, and for demonstrating the value of writing to colleagues.
Yet, as both discussions in social media e. Alexander, ; Carling, ; Thomson, and a growing body of research e. Frick, ; Pretorius, ; Niven, show, this development is not without controversy. The goal of this roundtable is to explore some the debates and discussions about the emergence of this genre in new fields, with a particular emphasis on potential implications for writing pedagogy.
By gathering panelists from South Africa, the UK, Germany, Estonia, and Norway, the roundtable will examine different ways of thinking about this genre from a range of geographical and institutional contexts. Some of the key questions the roundtable will use as a starting point are:. Next, the roundtable conveners will invite audience members to contribute to the discussion with their perspectives on and experiences with this format. Ultimately, we hope to stimulate further discussion and thinking about doctoral writing, researcher development, and doctoral writing support.
By considering thematic variation in a corpus of English-medium diploma theses 1 million words by Czech students in the fields of linguistics, literature and didactics, this study seeks to identify the patterning of multiple themes, their realizations and contribution to discourse coherence.
Theme patterning and realizations are also studied in a reference corpus of research articles 75 words by Anglophone scholars in the same fields. The same analytical procedure is applied to both corpora: first, theme patterns are analyzed to identify their types and range; secondly, corpus-based analysis is used for identifying the frequency and distribution of textual and interpersonal themes.
The results show that Czech students tend to use primarily textual and topical themes whereas interpersonal themes are strongly underused. In comparison with the expert native speaker corpus, the range of realizations of textual and interpersonal themes in the theses is rather restricted. This seems to reflect a difference in scholarly maturity and a possible transference from L1 writing typical of novice writers. The objective of this paper is to compare student texts of two genres and two disciplines in academic writing in Spanish in order to see how the linguistic resources students choose to express appraisal vary from genre to genre and from discipline to discipline.
This work forms part of the on-going research project Verbal typology and evaluation in the academic writing of the humanities, which intends to explore how lexicogrammar is related to the expression of appraisal in student texts. The analysis is based on student texts belonging to two genres question-answer and essay , and two disciplines history and literature. Within the SFL framework we explored three types of processes in academic texts: verbal, mental and relational.
These and other findings will be presented within a small discussion about the interaction of genre and discipline characteristics of academic texts and their didactic implications. However,the problem remained: How could we influence higher education policies that did not even mention academic writing explicitly at this point?
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And how could we get influence on hiring processes of peer tutors for writing and of writing center staff? This roundtable shares trials and experiences with caring for quality in writing pedagogy on a national level. One of those sigs worked for several years on a position statement about peer writing tutor education. Another sig went through a collaborative writing process to work on a position statement on the development of writing competences in higher education that in the beginning was oriented towards the WPA Outcomes Statement for First-Year Composition WPA , but then developed into a more specific paper for the German context.
Current efforts aim at a position statement on working conditions for writing center staff. We would like to discuss the following questions: What experiences do other associations have with processes like these? How can we make use of position papers of policies on a national level as well as on a regional level?
What creative approaches can we develop to make those policies visible and used? To foster professional development in teacher education, student teachers are asked to relate and analyze some professional experiences in academic reflective texts assembled in a portfolio, using theoretical resources to support their analysis. Parts of these texts can for example be narrative when students recount a specific event; epistemic when they present and discuss knowledge; or analytical and interpretative.
How to use theoretical knowledge to analyze professional experience? How to switch from an epistemic enunciative positioning where the social physical author fades away to a deictic enunciative positioning where the social physical author is highlighted? To answer these questions, this research analyses with a mixed method 10 randomly selected from a corpus of 60 portfolios pages produced by students in the context of secondary teacher training.
We quantify, in each portfolio, the scientific authors mentioned; the concepts and quotations cited and identify the way authors are quoted. We then analyze — in a qualitative manner — how the student, as an author, move from one enunciative positioning to another. Finally we study the way theoretical resources are used. Our results show: 1 important differences in the number of authors, concepts and quotations mentioned; 2 three main ways of switching from one positioning to another with explicit, subtle indicators or no indicators ; 3 different ways of mobilizing theoretical resources from using theory as a solution to a problem to conceptualizing a situation.
Genres are socially recognized ways of using language, and in the university context various assignment papers constitute important instantiation of genres in networks of communication. Genres are not static but instead are shaped by emerging and shifting sociorhetorical situations. Although it has been acknowledged that writing practices to establish originality and significance may lead to new genres based on transformation of old genres through displacement or hybridization, little is known to what extent and in what ways such processes of genre innovation may be present in university assignment writing.
Perhaps driven by analytical convenience, research into genres of student texts has often undervalued generic complexity, with insufficient attention paid to the potentially hybridized nature of assignment genres. Postgraduate written assignments provide a fertile ground for investigating such hybridization, given that postgraduate students are typically required to link theory with practice in writing, and such linkage can manifest in diverse forms of mixing, embedding, and combination of genres.
Our study utilizes database of an under-construction academic writing corpus which comprises exemplary MEd and MSc assignment papers gathered in the Faculty of Education of an English-medium university in Hong Kong. We examine these papers using genre analysis and corpus methods with reference to assignment prompts, aiming to explore generic features of the hybridized student texts that help to explain their success. In particular, we focus on identifying characteristic rhetorical functions and lexico-grammatical fulfilment across the texts.
Our results highlight the multiplicity of rhetorical functions in hybridized assignment papers in postgraduate courses and the complexity in which the linkage between academia and the professional world can be achieved textually by students. Our study sheds light on how writing promotes learning at the postgraduate level with findings feeding into the provision of discipline-integrated writing support targeting postgraduate students, which in turn would have implications for their employability and communication success in the professional world.
For example, Smith , who was the editor of the British Medical Journal BMJ and chief executive of the BMJ Publishing Group for 13 years, openly stated that while he was an editor, he regularly received letters from researchers who were upset because the BMJ rejected their paper and then the journal published what they perceived to be a much inferior paper on the same subject. Ken Hyland , who is one of the prolific researchers in ESP, called for a more inclusive and balanced view of academic publishing. The present study investigates academic writing and publishing experiences in English among engineers who are non-native speakers of English.
The findings showed that regarding discursive language related challenges, there is an experienced disadvantage compared to native speakers, e. The salient themes were the significance of community of practice and apprenticeship, the need for literacy brokering, i. This study calls for the fairness of the review process with its quality and reliability while reviewing. The purpose of this presentation is to provide an analytical description of the main genre features of anonymous peer reviews and to discuss appropriate pedagogical implications.
As known, the anonymous review is an unpublished pre-publication review which evaluates research articles submitted to journals. In this paper, such an analysis is based upon a corpus of English texts which evaluated the papers in the fields of applied linguistics and applied mathematics submitted to international journals within the last 10 years.
As the results of this study show, the anonymous review is marked by the presence of several distinct functional moves, axiological imbalance, explicit didactic orientation and specific stylistic accents. It is anticipated that the awareness of these prominent features will help researchers to successfully produce the texts of the genre and, furthermore, to perceive it as a valuable source of professional assistance and enlightenment.
This presentation and the subsequent offers results of a development and research project aimed to strengthen and develop writing and writing practices in BA programmes at the Faculty of Humanities at University of Southern Denmark.
The Politics of Public Discourse: Discourse, Identity and African-Americans in Science Education
The study holds two parts, a systematic investigation of discourses of writing in course regulations this presentation followed by intervention studies presented by Peter Hobel. The analysis of course regulations is conducted with the purpose of gaining knowledge about the representation, position and conceptualisation of academic writing in the regulatory documents.
Based on the first two steps and close reading, the dominating discourse s is identified. The results show great variation in extent and explicitness of academic writing. Differences relate to the history of the BA programmes. Programmes with a long tradition tend to treat writing more implicit than newer programs. Different conceptualisations of academic writing partly correlate with the weighting of a double purpose for BA programmes: to qualify for a postgraduate degree and to prepare for a profession. Skills and genre discourse are dominating though a few wordings indicate other discourses.
Discourses of writing and learning to write. Language and Education, 18 3 Lea, M. Studies in Higher Education, 23 2. As preparation the graduate students are offered a three-day course about academic writing and writing processes based on social-cultural theory on writing in the disciplines, disciplinary literacy and feedback Black and Williams , Shanahan , Hillocks This paper examines the feedback offered by the disciplinary writing supervisors and their supervising role.
Data consists partly of the written feedback given to the BA students by the supervisors, partly of semi structured interviews with the supervisors, BA students and teachers conducted after the writing supervision. Data is analysed within the framework of social cultural writing theory, textual theory and feedback theory. These theories emphasize that feedback supports learning and that writing is a mediating tool for learning. Shanahan and Shanahan What is disciplinary literacy and why does it matter?
Top Lang Disorders, Vol. Assessment and classroom learning. Assessment in education, vol. Synthesis on research on teaching writing. Educational leadership, May. Being able to communicate well online has become a universal key competence Kreulich et al Teaching online writing is important as well as potentially fruitful and rewarding.
It is, however, also challenging. There is considerable convergence in recent calls for the need for methodologies which enable holistic accounts of texts and practices Hyland, ; Lillis, as well as for dialogic and collaborative methodologies e. Lillis and Rai, ; Thesen and Cooper, The challenge of developing a methodology which takes account of text and practice and engages at micro, meso and macro levels of analysis is ongoing.
Empirical approaches to writing as social practice taken up in Ac Lits and critical EAP problematise the predominant focus on the individual writer, foregrounding the many participants in text production. A very different study by Tuck , focuses on the role of tutors and assessors — rather than students — in shaping undergraduate writing on its way towards the final assessed product.
Harwood et al. Lea and Jones, Both Ac Lits and critical EAP emphasise the need for transformation in pedagogy and orientations to language and academic production see, for example, Special Issue of Journal of English for Academic Purposes , 8 2 , , and Lillis et al. A recent collection of papers by South African researchers tackles this challenge head-on, seeking to theorise risk in the context of postgraduate research writing.
Invalid Search. Enter keywords, authors, DOI etc. Search History. Search history from this session 0. Metrics Views 1. Historical perspectives Ac Lits emerged in the s in the UK and in South Africa, in national contexts where the higher education systems were undergoing profound change. Key themes in academic literacies research A number of overlapping themes emerged from Ac Lits research activity which have continued to be developed: Students often experience the demands placed on them as writers as opaque and obscure.
Main research methods A social practice perspective entails a view of writing as inseparable from context, hence the need for ethnographic methodologies which facilitate analysis of texts as part of contexts. Academic literacies and EAP This brief account of the key concerns of Ac Lits points to a number of shared motivations with the field of EAP writ large but also to a number of differences.
Rethinking the linguistic and semiotic resources for academic meaning-making Challenges to monolingualist assumptions for academic meaning-making have long been voiced in Ac Lits and EAP work, particularly from multilingual contexts such as South Africa, often engaging directly with work in the fields of contrastive rhetoric and second language writing Angelil-Carter, Rethinking trajectories Once the academic space is construed as contested in terms of whose voices and knowledges get to be heard, relying on a default metaphor of apprenticeship — from novice to expert — becomes questionable.
Rethinking research methodologies Whilst there has been important ethnographically-oriented work in EAP notably Swales, ; also Flowerdew and Li, ; Johns, , the overriding focus has been on texts in EAP and on practices in Ac Lits. Rethinking writing as a networked activity Empirical approaches to writing as social practice taken up in Ac Lits and critical EAP problematise the predominant focus on the individual writer, foregrounding the many participants in text production. Rethinking pedagogy as transformation Both Ac Lits and critical EAP emphasise the need for transformation in pedagogy and orientations to language and academic production see, for example, Special Issue of Journal of English for Academic Purposes , 8 2 , , and Lillis et al.
Related chapters 2 General and specific EAP 17 Ethnographic perspectives on English for academic purposes research 22 Critical perspectives. Angelil-Carter, S. Access to success: Literacy in academic contexts. Archer, A. Thesen , and E. Barton, D. Hamilton and R. Situated literacies. London: Routledge.
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Belcher, D. How research space is created in a diverse research world. Journal of Second Language Writing — Benesch, S.
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Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes — Austin and R. Cleaner, helper, teacher? The role of proofreaders of student writing. Studies in Higher Education 37 5 : — Horner, B. Looking at academic literacies from a composition frame: from spatial to spatio-temporal framing of difference.
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Keily , P. Rea-Dickens , H. Woodfield and G. Gibbon eds Language, culture and identity in applied linguistics. London: Equinox, pp. New contexts, new challenges: The teaching of writing in UK higher education. Ganobcsik-Williams ed. Teaching academic writing in UK higher education. Basingstoke: Palgrave Macmillan, pp. Clark and R. Edwards , D. Barton , M. Martin-Jones , Z. Fowler , B. Hughes , G. Mannion , K. Miller , C. Satchwell and J. Improving learning in college: Rethinking literacies across the curriculum. Johns, A. Text, role and context: Developing academic literacies.
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