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On Academic Writing in Latin America (The Cases of Argentina, Mexico and Venezuela).  [cached]
Martins Vieira, I.
L1 Educational Studies in Language and Literature , 2005,
Abstract: This paper is aimed at presenting a summary of the experiences that various Latin-American universities have had within the field of academic writing. We shall focus on three countries: Argentina, Mexico and Venezuela. All of the studies and proposals mentioned in this paper refer to the undergraduate students’ deficiencies in text reading and writing. In this regard, university professors commonly express the view that undergraduate students perform these tasks in an unsatisfactory manner and that some action should therefore be taken in order to overcome this situation. At the same time, it is still a fact that linguistic training is not considered part of the teacher’s work. However, a new trend has been emerging in Latin America in the last years trying to overcome such conceptions of language pedagogy at university level. One of the most widespread ideas is that undergraduate students should start critically using the discourse of the scientific community and of the discipline. In the new proposals of literacy teaching presented here the teacher plays a key role.
Exploring Academic Writing and Voice in ESL Writing
Correa,Doris;
íkala, Revista de Lenguaje y Cultura , 2009,
Abstract: this literature review explores two basic questions: first, why have english as a second language (esl)/english as a foreign language (efl) academic writing courses not been able to signi?cantly help esl/efl students meet the academic writing demands of their university courses? second, how can esl/efl writing instructors better help these students succeed in their undergraduate courses? to respond to these questions, the author reviews how notions of academic writing, text, and voice have changed over time, and how these changes have in?uenced (esl) and (efl) writing approaches and methodologies. the author also presents some of the critiques that scholars have posed regarding each of these notions, approaches and methodologies, and draws some conclusions based on these critiques.
Skeleton Writing in Chinese Universities: Truly Effective?  [cached]
Qingbo Yang
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.3.547-551
Abstract: English Writing Test is considered to be one of the most effective measures in SLL and SLT. In China, in order to improve the students writing performance in tests, skeleton writing is widely employed in college English teaching. As a result, it is not surprising to see skeleton writing being desperately used in all sorts of writing tests, ranging from College English Test Band 4 and College English Test Band 6 (known as CET4 and CET6) to postgraduate entrance examination. However, some people have doubted about the effectiveness of skeleton writing. In order to explore the effectiveness of skeleton writing, a survey was conducted in the Chinese academic year of 2008 and 2009 in eastern China. Results of this survey suggest that although most training staffs attached great importance to skeleton writing, students, especially those with relative low English level, can hardly benefit from it. This essay aims to offer the conclusion that skeleton writing is really of some help for few, but not for so many as has been expected.
Cultural Factors in EAP Teaching — Influences of Thought Pattern on English Academic Writing  [cached]
Xiuyan XU
Cross-Cultural Communication , 2012, DOI: 10.3968/2702
Abstract: In the last decade, more and more EFL teachers in the universities of China have been aware of the feasibility and necessity of teaching English for Academic Purpose (EAP), which is identified as one type of English for Specific Purposes, to students of non-English majors. Among the EAP courses, academic writing is considered as the most helpful one. More and more scholars of ESP in China have conducted researches on English academic writing (EAW) including analysis on the syntactic characteristics of English for academic purposes, corpus-based study of English dimension adjectives in academic speaking and writing, and comparative study on Natives’ EAW and Chinese EAW. It was pointed that the EAW research in China focuses on language form and rules, but neglects the correlation of contents and thoughts. Therefore, this research studies the influences of cultural thought patterns on English academic writing by employing product approach to contrast vocabulary and discourse differences in EAW writings produced by Chinese students and native English students. Key Words: English for Academic Purpose (EAP); Cultural factors; Thought pattern; English Academic Writing
Academic Culture and Campus Culture of Universities
Xi Shen,Xianghong Tian
Higher Education Studies , 2012, DOI: 10.5539/hes.v2n2p61
Abstract: Academic culture of universities mainly consists of academic outlooks, academic spirits, academic ethics and academic environments. Campus culture in a university is characterized by individuality, academic feature, opening, leading, variety and creativity. The academic culture enhances the construction of campus culture. The campus culture conditions and restricts the development of academic culture. The construction strategies of academic culture and campus culture are as follows: university should stick to its mission, enhance cultural confidence and cultural consciousness, integrate culture into the process of talent cultivation, promote cultural development and innovation.
Teaching EFL Academic Writing in Colombia: Reflections in Contrastive Rhetoric
Gómez,Juan D;
Profile Issues in Teachers` Professional Development , 2011,
Abstract: this essay relates observations to the reasons that advanced students of english as a foreign language in colombia struggle with english composition. it identifies some cultural, academic, and disciplinary influences that may obfuscate their assimilation of the conventions of written english. it concludes by proposing that the teaching of context awareness would help said students in their writing of academic texts in english.
Lexical Bundles in L1 and L2 Academic Writing  [PDF]
Yu-Hua Chen,Paul Baker
Language Learning and Technology , 2010,
Abstract: This paper adopts an automated frequency-driven approach to identify frequently-used word combinations (i.e., lexical bundles) in academic writing. Lexical bundles retrieved from one corpus of published academic texts and two corpora of student academic writing (one L1, the other L2), were investigated both quantitatively and qualitatively. Published academic writing was found to exhibit the widest range of lexical bundles whereas L2 student writing showed the smallest range. Furthermore, some high-frequency expressions in published texts, such as in the context of, were underused in both student corpora, while the L2 student writers overused certain expressions (e.g., all over the world) which native academics rarely used. The findings drawn from structural and functional analyses of lexical bundles also have some pedagogical implications.
Academic Freedom and Religiously Affiliated Universities
Liviu Andreescu
Journal for the Study of Religions and Ideologies , 2008,
Abstract: This paper explores the relationship between the principle of academic freedom and religiously-affiliated higher education. The arguments advanced are based on a general theory concerning the role of universities in a democratic society, and as such they are intended to apply to any such society, irrespective of the particulars of religious higher education in a specific national context. The article looks at three classes of arguments advanced against a “secular” standard of academic freedom: arguments on the nature of academic disciplines in religious colleges; arguments concerning the relationship between the institutional mission of religious universities and academic freedom; and arguments from democracy and religious freedom. The paper concludes that none of these arguments are successful in claiming a different standard of academic freedom for religiously-affiliated universities; and that, further, a “secular” standard leaves such institutions adequate room to express their religious dimension.
The management information needs of academic Heads Of Department in universities in the United Kingdom
Brendan Loughridge
Information Research: an international electronic journal , 1996,
Abstract: A study of the management information needs of academic Heads of Department in universities, using a Critical Success Factors approach, was conducted in 1994/1995. A sample of sixteen English universities was developed, based principally on age, history, size and the nature and range of academic disciplines represented within them. In each of the selected institutions, the University Librarian (or, in one case, Deputy Librarian) and two or, in some cases, three academic Heads of Department were interviewed, as were a number of senior administrative staff such as Registrars, Secretaries and Finance Officers and the Heads or Directors of more specialised units such as Industrial Development Units.
TEXTBOOK ANALYSIS ON COLLEGE ACADEMIC WRITING
Handoyo Puji Widodo
TEFLIN Journal , 2007,
Abstract: : When no specific materials are available particularly on EFL writing courses, the selection and use of a textbook are of great priority. For this reason, this article analyzes a textbook on college academic writing in an EFL context-Indonesia. In this analysis, I employed the in-depth method using the three phases of the textbook analysis, concerning the three main features of the textbook: (1) goal and organization, (2) contents-inputs, models, and exercises, and (3) the suitability of the textbook viewed from aims, beliefs about writing, the roles of the teacher, the role of the students, and the roles of the textbook as a whole. The extent to which the selected textbook reflected the recent views of the teaching and learning of writing skill was also investigated. The results show that the author echoed his clear goal and organization. The contents of the textbook regarding the inputs, models, exercises, and writing assignments reflected the features of academic writing required for college students.
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