Journal of Academic Writing最新文献_第2页

Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies 硕士论文合著者的学术写作发展:协商写作身份与策略

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.840

Tine Wirenfeldt Jensen, Helle Merete Nordentoft

{"title":"Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies","authors":"Tine Wirenfeldt Jensen, Helle Merete Nordentoft","doi":"10.18552/joaw.v12i1.840","DOIUrl":"https://doi.org/10.18552/joaw.v12i1.840","url":null,"abstract":"This article provides insights into how writing a Master’s thesis in pairs affects students’ development and identity construction as academic writers (Burgess & Ivanič’s, 2010). Data consist of self-recorded dialogues between four pairs of Danish Master’s thesis writers at the start, middle and end of their thesis writing process. Data were coded thematically using grounded theory methods (Charmaz, 2006) and the resulting empirically grounded themes informed a discourse analysis of the material (Laclau & Mouffe, 2001). The findings suggest that those writing a Master’s thesis in pairs negotiate and assign largely fixed writing identities at an early stage that serve as a way of creating boundaries and building trust, allowing the students to write, provide feedback and revise text in shared documents. Each pair develops a set of writing strategies focused on setting and maintaining boundaries, thereby ensuring that the joint pair writer identity is not threatened. The article discusses how this strategy is embedded in a wider Master’s thesis discourse that draws heavily on concepts such as autonomy and independence and thus might not lend itself easily to the articulation of a joint identity as a writing pair.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124838645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Providing online social support to student writers: Virtual teaching strategies for positive engagement 为学生作家提供在线社会支持:积极参与的虚拟教学策略

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.796

Mary Davis

{"title":"Providing online social support to student writers: Virtual teaching strategies for positive engagement","authors":"Mary Davis","doi":"10.18552/joaw.v12i1.796","DOIUrl":"https://doi.org/10.18552/joaw.v12i1.796","url":null,"abstract":"One of the challenges for writing tutors during the pandemic has been trying to find ways to replicate on-campus contact and support for students. In response, this teaching practice-focused paper looks at ways to provide social support to students online with the aim of increasing engagement and enjoyment in the writing process. The paper is based on a workshop session given at the EATAW Conference, in which eight different strategies for engaging remote student writers were presented, discussed, and evaluated. These strategies are: establishing networks of peer support, providing a weekly social meeting, organising writing events, encouraging blog writing, helping students with planning and providing check-in points, helping with time management, sharing recommendations for other kinds of writing, and sharing recommendations for ways to enjoy writing. All of these strategies were developed by the author at a post-1992 teaching-focused university in the south of England during the pandemic. The paper examines the needs for these strategies and how academic writing tutors may use them in practice to engage remote writers, drawing on the conference workshop discussion. The paper concludes with some recommendations for EATAW to further support writing in remote contexts.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121646904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using a Literacy Tutor's Reflexive Journaling for Addressing L1 Literacy Gaps in a Central Asian EMI University 在中亚EMI大学使用识字导师的反思性日志来解决母语读写差距

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.814

Konstantinos Dimitriou, Darina Omurzakova

{"title":"Using a Literacy Tutor's Reflexive Journaling for Addressing L1 Literacy Gaps in a Central Asian EMI University","authors":"Konstantinos Dimitriou, Darina Omurzakova","doi":"10.18552/joaw.v12i1.814","DOIUrl":"https://doi.org/10.18552/joaw.v12i1.814","url":null,"abstract":"Literacy support in an EMI university in Central Asia (CA) helps students with the challenging linguistic demands of tertiary study in a second (foreign) language (L2). As Kazakhstan's post-Soviet education system (Yassukova, 2020) lacks significant first-language (L1) reading-to-write education (Keck, 2014; Friedman, 2019), English L2-literacy development has become even more difficult when compared to other regions of the world. Students’ literacy capabilities need to be investigated by L2-literacy tutors in order to scaffold learning better. Questions emerge as to whether it would help that the tutor had developed her L1 literacy through the same (but chronologically-earlier) system. To unpack this question, research can draw on perspectives in language socialisation (LS) (Duff, 2012), which sees learning environments as dynamic socially/culturally situated processes. To this end, this study looks at one L2-English literacy tutor's (author 2) experiences in a tertiary Foundation writing course. The goal was to see how the tutor’s interpretations of classroom literacy problems could inform the teaching of low L1-literacy students’ writing and metalanguage. For this purpose, we studied the reflective journaling (Burton, 2005) of the tutor who wrote reflective journals during a semester-long course in early 2020. The findings indicate that reflexivity can help a tutor find solutions, and that a similarity of background seems to help a local literacy tutor understand, and respond to, many of their students’ needs.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131625923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘And thou shall find your path’: The Manifesto in Doctoral Writing Development “你会找到你的路”:博士写作发展宣言

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.817

Tom Muir, K. Solli

{"title":"‘And thou shall find your path’: The Manifesto in Doctoral Writing Development","authors":"Tom Muir, K. Solli","doi":"10.18552/joaw.v12i1.817","DOIUrl":"https://doi.org/10.18552/joaw.v12i1.817","url":null,"abstract":"If writing pedagogy aims at writer development rather than text fixing, understanding how the writer sees that development is a key element of our skillset as writing teachers. In this article, we argue that a writing manifesto is a way for academic writers to express their development – one that, crucially, draws on semiotic resources outside the usual palette of academic writing. We situate this argument in the literature about reflective writing, which sees reflection as key in writing development, but which also points to the limits of certain kinds of reflective writing. Specifically, several scholars have noted how the reflective essay, traditionally conceived, tends to be constructed of formulaic mappable moves that can obstruct meaningful reflection. By analysing a corpus of manifestos created by doctoral writers, we show how the writers’ use of distinctive semiotic resources – irony, parody, font choice, layout – allow the writers to position themselves as agentive, and present themselves as the makers, not the recipients, of rules about writing. The manifesto, then, is a useful genre for enabling reflection and development because it can create space for writers’ agency and text ownership. Our analysis highlights the value of further discussion about alternate modes of reflective writing.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129284256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Writing in Times of Crisis: Refashioning Writing Tutor Development for Online Environments 危机时代的学术写作:网络环境下写作导师的重塑

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.887

Lisa Ganobcsik-Williams, Niall Curry, Cătălina Neculai

{"title":"Academic Writing in Times of Crisis: Refashioning Writing Tutor Development for Online Environments","authors":"Lisa Ganobcsik-Williams, Niall Curry, Cătălina Neculai","doi":"10.18552/joaw.v12i1.887","DOIUrl":"https://doi.org/10.18552/joaw.v12i1.887","url":null,"abstract":"This paper builds on a discussion launched by the EATAW 2021 conference panel, ‘Writing Tutor Development: Challenges and Opportunities in the Current State of the Art’. As a critical discussion of the panel’s themes, the paper engages with academic writing in times of crises by zooming in on infrastructures of writing support, namely the complex system in which Academic Writing Tutoring takes place, contextualised within the Centre for Academic Writing (CAW) at Coventry University, UK. Beginning with a consideration of what constitutes a ‘writing tutor’ in contemporary contexts and at CAW, the paper outlines a range of academic writing support identities and roles, unravels the institutional drivers that shape them, and offers perspectives on reconciling apparently disparate roles. Next, the paper addresses the issue of agency in terms of the challenges of enculturating writing tutors into communities of practice, discourse communities, and research networks. This is done with a view to reflecting on the practices in CAW and beyond, thus demonstrating the need for varied development and support pathways to facilitate the move towards online delivery amid, and after, a time of global crisis, namely, the COVID-19 pandemic. The discussion centres on how challenges can be overcome through sustained professional development, focusing on the role of technology in not only refashioning academic writing support, but also the roles and practices of Academic Writing Tutors at CAW. Issues of digital pedagogies, technologies, and digital literacies permeate this discussion of the online pivot and crisis pedagogies, offering analysis, reflections, and questions to guide future directions in (online) Academic Writing Tutor development and Academic Writing (crisis) Pedagogies research.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"70 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116377770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Writing Fellows as Support for Digital Introductory Lectures: Advantages and Challenges 写作研究员作为数字入门讲座的支持:优势与挑战

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.821

Ute Reimers

{"title":"Writing Fellows as Support for Digital Introductory Lectures: Advantages and Challenges","authors":"Ute Reimers","doi":"10.18552/joaw.v12i1.821","DOIUrl":"https://doi.org/10.18552/joaw.v12i1.821","url":null,"abstract":"This teaching practice paper discusses the implementation of writing support into subject courses at an early stage of university students’ studies, with a particular focus on the courses’ digital transformation during the Covid-19 pandemic. The paper presents a pilot project in which the original concept of the German writing fellow-program was adapted to a digital introductory lecture series in winter term 2020/21. 12 subject teachers received support for developing writing tasks for the lecture session they taught asynchronously. Six peer tutors were trained to support the 60 freshmen through text feedback and video consultations. The learning platform Moodle was used to provide all project participants with materials and information. The project results show a reduction of anonymity in this large online course, leading to less loneliness felt among first-year students. Additionally, the lecturers’ workload was reduced, the freshmen felt more secure in mastering their first writing task that took place off-campus and the writing fellows gained expertise for online consultations including respective tools and procedures. Consequently, this paper argues that it is worth implementing writing fellow support not only in smaller groups of advanced learners but also in introductory subject courses.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129700638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Review of What is Good Academic Writing eds. Whong & Godfrey 什么是好的学术写作评论。Whong & Godfrey

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.837

Michèle le Roux

引用次数: 1

EATAW2021: Selected papers from the 11th Conference of the European Association for the Teaching of Academic Writing, VSB-Technical University of Ostrava (online), Czech Republic, July, 2021 EATAW2021:第11届欧洲学术写作教学协会会议论文选集，俄斯特拉发vvb技术大学(在线)，捷克共和国，2021年7月

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.920

A. Kašpárková, Kamila Etchegoyen Rosolová

引用次数: 0

Writing for Architecture and Civil Engineering: Comparing Czech and Italian Students’ Needs in ESP 建筑与土木工程写作:捷克与意大利学生ESP需求之比较

Journal of Academic Writing Pub Date : 2022-12-23 DOI: 10.18552/joaw.v12i1.815

M. Freddi, Jolana Tlukova

引用次数: 1

The Relationship between Comfort with Writing and Comfort Working with Numbers in STEM STEM中写作舒适度与数字舒适度的关系

Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.658

J. Nicholes

引用次数: 0