Academic writing reference handbook

2021

This qualitative, interview-based study features nine multilingual faculty members at a major R1 university in the United States. They are all highly accomplished second-language writers (SLWs), and the study draws upon their lived experience and expertise in guiding SLW graduate students who are seeking to develop their proficiency in an immersive English-language environment. The university writing center plays a key role as well, as a place where increasing numbers of SLW graduate students receive one-on-one assistance, and where many of the issues raised in the study take shape. With two additional interview subjects – the director of the writing center and an accomplished local poet – the pool is enriched to discuss timely topics that are at once practical, theoretical, and philosophical. The study is framed by the tension underlying the contrasting scholarly fields of Second Language Writing and the Translingual Approach in Writing Studies, representing pragmatic versus critic...

The Modern Language Journal, 2013

Studies in Second Language Acquisition, 2013

There are a number of discussions in the literature about the issues that second and foreign language students face when writing a thesis or dissertation in English. These include books that are aimed at supervisors such as Paltridge and Starfi eld ' s (2007) Thesis and Dissertation Writing in a Second Language and Ryan and Zuber-Skerritt ' s (1999) Supervising Postgraduates from Non-English Speaking Backgrounds , as well as books which refl ect on students ' writing experiences such as Casanave ' s (2002) Writing

This paper briefly reviews the literature on writing skill in second language. It commences with a discussion on the importance of writing and its special characteristics. Then, it gives a brief account of the reasons for the weakness of students' writing skill as well as addressing some of the most important topics in L2 writing studies ranging from disciplinary to interdisciplinary to metadisciplinary field of inquiry. In addition, it presents a historical sketch of L2 writing studies, consisting of approaches to teaching writing including behavioristic and contrastive rhetoric as well as discussing approaches to the study of writing including product-oriented, process-oriented, and post-process ones. It also introduces different types of feedback in writing consisting of peer feedback, conferences as feedback, teachers' comments as feedback, and self-monitoring. Finally, it deals with holistic vs. analytic dichotomy in administration of writing assessment.

2018

Journal of English Studies in Arabia Felix, 2022

Building on evidence from prior research, this literature review focuses on academic writing problems in ESL /EFL contexts, bringing to the fore emerging approaches to academic writing and calling for a shift from writing across the curriculum program to writing in specialized centers to propagate the integration of writing rather than some fixed tasks throughout the curriculum. For the study purpose, a theoretical-based descriptive thematic procedure was adopted, while at the same time providing pedagogical implications for automated writing and evaluation. As aside, instituting multimodal composition that fully engages all senses connects the linguistic and nonlinguistic (semiotic) dimension of meaning-making. It enhances written fluency and liberates learners from getting bogged down in grammatical flaws and beyond alphabetic literacy. Given the situation in the local Yemeni EFL context, the current review highlights that writing would remain in a state of limbo unless it is coupled with a timely intervention addressing the problems of writing from school to university in light of these refinements.

rEFLections

This is the latest edition of a stalwart textbook for teaching English for Academic Purposes (EAP). It is a stand-alone volume, unlike many EAP books that have become a series differentiated by stages of student ability (for example, the Oxford EAP series or Longman Academic Writing). The advantage is that Bailey's textbook accompanies the student through their courses, from beginner to advanced, rather than requiring several separate books. The book is systematic and thorough, with varied examples of material, and it is broken into logical sections and subsections like a science or engineering textbook. The emphasis is on students practicing and completing writing throughout, rather than a more theoretical approach.

Journal of School of Foreign Studies, Nagoya University of Foreign Studies, 2013

This paper looks into the issues affecting students of English as a second language (L2) in their writing of academic level English reports and the difficulties that lecturers face in teaching and preparing students for quality assessment of their writing abilities. Consideration of the important features of academic writing must be worked into quality assessment rubrics and student guidance to provide consistency and equality.“Holistic” evaluation of essays in the literature seems to be a substitute for detailed scoring rubrics meaning that students are unclear on how to perform optimally. Logical structure of ideas, critical thinking, demonstrating understanding, clarity of expression and quality of argument are just some of the features which should be considered. Evidence of research, originality, individual effort, correct referencing, grammar, spelling, vocabulary and communication during the process all need to be further investigated.

Collected Essays on Learning and Teaching, 2011

This tendency can also be observed in Brazil, with increasing expectations that scientific articles be written in English. In 2014, the international electronic library SciElo, administered by FAPESP (Fundação de Amparo à Pesquisa do Estado de São Paulo) 4 announced a series of changes in the platform's journal indexing policies, aiming at internationalization. Among the new requirements, it was established that, starting in January 2016, health science journals needed to publish 80% of their articles (both original and review articles) in English (FREIRE, 2 CsF (Science without Borders) was an international academic mobility program funded by the Brazilian Government that operated between 2011 and 2017. For more information see http://cienciasemfronteiras.gov.br/web/csf/o-programa. 3 Translated by the author 4 FAPESP is a state-funded research development institution in São Paulo state.