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Journal of Academic Writing最新文献

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Review of Writing Centres in Higher Education: Working in and across the disciplines 高等教育写作中心综述:学科内和跨学科的工作
Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.528
J. M. Moore
{"title":"Review of Writing Centres in Higher Education: Working in and across the disciplines","authors":"J. M. Moore","doi":"10.18552/JOAW.V11I1.528","DOIUrl":"https://doi.org/10.18552/JOAW.V11I1.528","url":null,"abstract":"This is a review of Writing Centres in Higher Education: Working in and across the disciplines, edited by Sherran Clarence and Laura Dison.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130268833","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: 2
The Efficacy of Short Pre-sessional Courses on Learner Writing 短期课前课程对学习者写作的影响
Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.423
M. Bridle
{"title":"The Efficacy of Short Pre-sessional Courses on Learner Writing","authors":"M. Bridle","doi":"10.18552/JOAW.V11I1.423","DOIUrl":"https://doi.org/10.18552/JOAW.V11I1.423","url":null,"abstract":"This study examines the development of learner written accuracy over the course of a short, university pre-sessional course. One of the issues practitioners and learners are faced with on short courses is the time limitation, which can result in an emphasis on the macros-linguistic, organisational features of academic writing at the expense of a focus on written accuracy. The research charted the effects of an error feedback and revision cycle on student writing. The key observations were that the majority of revisions were made successfully and that this may have contributed towards the subsequent written accuracy of drafts. These findings suggest that, contrary to some perceptions, short pre-sessional courses can have a positive effect on the linguistic accuracy of learner writing.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114962495","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
Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany 整合形成性评估与外语(英语)过程写作指导:来自德国两所大学写作与阅读课的经验
Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.499
Tetyana Mueller-Lyaskovets, O. Horner
{"title":"Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany","authors":"Tetyana Mueller-Lyaskovets, O. Horner","doi":"10.18552/JOAW.V11I1.499","DOIUrl":"https://doi.org/10.18552/JOAW.V11I1.499","url":null,"abstract":"Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opinion survey at the end of the semester. Pre-testing and collecting conference reports were both used as techniques for simultaneous teaching and inquiry into this teaching. The student opinion survey evaluated the course design grounded in the new teaching methodology. The findings of the study indicate that consistent use of formative assessment in the English as a Foreign Language (EFL) writing class increases student confidence and motivation to develop their writing skills. Results demonstrate that academic (C1 level) and college (B2 level) writing courses that integrate formative assessment into teaching process writing can be a valuable addition to an array of FL (English) language courses offered by the departments of foreign languages at European universities.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129203921","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: 2
L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course 二语学习者在强化EAP课程中对写作策略的认知
Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.566
Diana Mazgutova, J. Hanks
{"title":"L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course","authors":"Diana Mazgutova, J. Hanks","doi":"10.18552/JOAW.V11I1.566","DOIUrl":"https://doi.org/10.18552/JOAW.V11I1.566","url":null,"abstract":"This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. The results of the analyses indicate that after four weeks of studying on the EAP course, students believed that they started to apply a broader range of writing strategies, such as reading extensively, using exemplars of student writing to inform their own assignments, revising in a more focused manner and appreciating tutor feedback on their writing. Thus, the perceived increase in the use of various writing strategies is indicative of the potential effectiveness of a short EAP pre-sessional course.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"439 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134483061","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: 2
Writing Groups as Dialogic Spaces 书写组作为对话空间
Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.748
K. Kaufhold, Daniel Egil Yencken
{"title":"Writing Groups as Dialogic Spaces","authors":"K. Kaufhold, Daniel Egil Yencken","doi":"10.18552/JOAW.V11I1.748","DOIUrl":"https://doi.org/10.18552/JOAW.V11I1.748","url":null,"abstract":"Facilitating sustained dialogic engagement in writing groups to support postgraduates’ research-based writing can be challenging. So far there is little research on dialogic strategies in such groups. Studies of tutor-student talk around texts highlight that different dialogic strategies can invite or exclude contributions. This article investigates how writing group participants negotiate different perspectives on academic writing practices in a multidisciplinary writing group. The study analyses six recorded meetings of multilingual master’s students writing in English at a Swedish university. It identifies dialogue patterns with diverging or converging perspectives, where students refer to a range of universal or discipline-specific norms. Reference to a generic yet unspecific norm creates a space for sharing diverging perspectives while reflecting on ones’ own writing. Applying perceived universal norms to others’ texts can close down dialogue. Awareness of dialogue patterns can help facilitators to decide when to step back and when to step in as moderators.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130164347","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: 1
Using author-devised cover letters instead of instructor-devised rubrics to generate useful written peer feedback comments 使用作者设计的求职信而不是教师设计的规则来生成有用的书面同行反馈意见
Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.632
R. M. A. Yallop, Djuddah Leijen
{"title":"Using author-devised cover letters instead of instructor-devised rubrics to generate useful written peer feedback comments","authors":"R. M. A. Yallop, Djuddah Leijen","doi":"10.18552/JOAW.V11I1.632","DOIUrl":"https://doi.org/10.18552/JOAW.V11I1.632","url":null,"abstract":"This study uses both qualitative and quantitative research methods in a mixed-methods approach to investigate whether the principled use of author-devised cover letters (CLs) within doctorate writing groups can result in more useful reviewer feedback comments than would be attained through the use of instructor-devised writing assessment rubrics. In this context, CLs are self-devised written documents that help the reviewers give the author useful and critical written feedback comments. Twenty participants in different discipline-specific writing groups were given explicit instruction about the importance and content of CLs during the peer feedback process. Their perceptions of a useful CL were obtained from post-course questionnaires and analysed qualitatively. In addition, their CLs at various stages of the feedback process were analysed quantitatively for genre, social presence, and evidence of teaching instruction, and compared to the CLs produced by 20 PhD students in similar writing groups who received minimal CL instruction. The study found that author-devised CLs, as opposed to instructor-devised rubrics, can allow the authors the flexibility of providing text-specific background details, requesting reviewer help on specific textual aspects, using social presence to develop a sense of writing community, and provide reflection upon their own writing.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114583081","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: 1
Editorial: Developing the Writer: Strategies, Behaviours, Peer Reviewing and Precision 社论:培养作家:策略、行为、同行评议和准确性
Journal of Academic Writing Pub Date : 2021-07-07 DOI: 10.18552/JOAW.V11I1.768
George Ttoouli
{"title":"Editorial: Developing the Writer: Strategies, Behaviours, Peer Reviewing and Precision","authors":"George Ttoouli","doi":"10.18552/JOAW.V11I1.768","DOIUrl":"https://doi.org/10.18552/JOAW.V11I1.768","url":null,"abstract":"Editorial, volume 11 issue 1.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114657381","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
Wallbank, A. (2018) ACADEMIC WRITING and DYSLEXIA A Visual Guide to Writing at University, London, Routledge. Wallbank, A.(2018)学术写作和阅读障碍:大学写作视觉指南，伦敦，劳特利奇。
Journal of Academic Writing Pub Date : 2021-02-19 DOI: 10.18552/JOAW.V10I1.564
Christina Elizabeth Healey
{"title":"Wallbank, A. (2018) ACADEMIC WRITING and DYSLEXIA A Visual Guide to Writing at University, London, Routledge.","authors":"Christina Elizabeth Healey","doi":"10.18552/JOAW.V10I1.564","DOIUrl":"https://doi.org/10.18552/JOAW.V10I1.564","url":null,"abstract":"<jats:p>n/a</jats:p>","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128818766","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
Science communication review 科学传播评论
Journal of Academic Writing Pub Date : 2021-02-19 DOI: 10.18552/JOAW.V10I1.691
J. Spencer
{"title":"Science communication review","authors":"J. Spencer","doi":"10.18552/JOAW.V10I1.691","DOIUrl":"https://doi.org/10.18552/JOAW.V10I1.691","url":null,"abstract":"<jats:p>NA</jats:p>","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122557501","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 for Clean Water and Sanitation: Accelerating Momentum Toward the UN Sustainable Development Goals Through Action Research 清洁水和卫生设施:通过行动研究加速实现联合国可持续发展目标的势头
Journal of Academic Writing Pub Date : 2021-01-18 DOI: 10.31719/PJAW.V5I1.76
D. Goss
{"title":"Writing for Clean Water and Sanitation: Accelerating Momentum Toward the UN Sustainable Development Goals Through Action Research","authors":"D. Goss","doi":"10.31719/PJAW.V5I1.76","DOIUrl":"https://doi.org/10.31719/PJAW.V5I1.76","url":null,"abstract":"This action research assignment invites students to participate in the progress of the UN’s Sustainable Development Goal #6 (SDG6) by contributing knowledge to two distinct public discourse communities: Wikipedia: The Free Encyclopedia and Consilience: The Journal of Sustainable Development. SDG6 targets access to clean water and sanitation for all by the year 2030. But, in order to accomplish this, the rate of progress must accelerate dramatically. In small groups, students research an SDG6-related topic and improve a Wikipedia article to make it neutral, balanced, and organized in accordance with Wikipedia quality assessment standards. Simultaneously, students compose an opinion paper addressing SDG6 goals and targeting the cross-disciplinary audience of Consilience: A Journal of Sustainable Development. The project raises awareness of discourse communities while students make headway on SDG6 by publicly sharing their research. The assignment is adaptable to an extensive range of subject matter suitable in both face-to-face and online teaching platforms. Students reflect on their own connections and learn to empathize with others by analyzing how lack of access to potable water and sanitation causes suffering. Action research calls on students, thinking as global citizens, to be bold in creating a new and better world—a world where access to clean water and sanitation brings justice to all.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131243066","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: 1
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