Search results

1

Expertise en écriture académique – entre acculturation et conscience disciplinaire

100%

Wojciechowska B., Karpińska-Szaj K.

Studia Romanica Posnaniensia

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2022

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vol. 49

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issue 2

7-19

EN

As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.

2

Dimension linguistique, discursive et intellectuelle de la rédaction de texte académique en langue étrangère. Exemple des résumés de mémoires de licence et de master à la philologie française

100%

Grabowska M., Ucherek W.

Studia Romanica Posnaniensia

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2022

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vol. 49

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issue 2

99-113

EN

The article focuses on the French summaries of BA & MA theses written by students of French philology at the University of Wrocław between 2015 and 2020. The objective is to determine to what extent the linguistic, discursive and intellectual dimensions of this short academic text constitute, for the students, a source of challenges during the writing process. The general conclusion is that very often the summary of a diploma thesis looks like a report detailing the activities of the student, instead of summarizing an intellectual trajectory and informing of the results of the research.

3

Sto ročníků Českého lidu v osobách a poselstvích vedoucích redaktorů

100%

Woitsch J.

Český lid: etnologický časopis (Český lid: Ethnological journal)

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2013

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vol. 100

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issue 1

63-98

EN

The text introduces the milestones in the history of the journal Český lid through an annotated edition of selected editorials that are presented together with brief characteristics of their authors, who in them formulated their visions of further functioning of the journal. The editorials tellingly reflect the epoch of which they were born, including the ruling ideologies, and at the same time the wishes and aspirations of the editors, often leading personalities of Czech science and culture.

4

Effects of Text-messaging on the Academic Writing of Arab EFL Students

100%

Al-Salman S. M., Saeed A. T.

Research in Language

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2017

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vol. 15

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issue 3

237-252

EN

This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a student sample of the Arab Open University (AOU). The research findings show that Arab EFL students’ writing does not reveal a heavy use of texting features, which suggests that this phenomenon neither poses a serious threat nor adversely impacts students’ written English.

5

A Blended Learning Approach to Academic Writing and Presentation Skills

100%

Tuomainen S.

International Journal on Language, Literature and Culture in Education

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2016

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vol. 3

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issue 2

33-55

EN

Blended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.

6

Humour in Professional Academic Writing

100%

Warchał K.

Theory and Practice of Second Language Acquisition

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2019

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vol. 5

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issue 1

43-54

EN

Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL students aware of the fact that “serious” writing tasks do offer some room for humour may draw their attention to the human face of academic writing, that is to the interactive, dialogic, and personal aspects of written academic communication.

7

Expressing authorial self in research articles written by Polish and English native-speaker writers: A corpus-based study

88%

Hryniuk K.

Studies in Second Language Learning and Teaching

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2018

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vol. 8

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issue 3

621-642

EN

This cross-linguistic and cross-cultural, corpus-based study explores the notion of writer identity expressed through self-reference. The study examines how writers from two cultural regions – Polish and Anglo-American – construct a credible representation of themselves in writing. That is, it investigates the differences and similarities in the frequency of use, and the role of first person pronouns and determiners, in the corpora of 40 research articles in the area of applied linguistics – 20 written by Polish authors in English, published in Polish institutions, and 20 by native English speakers, published in Anglophone journals. Additionally, the frequency of use and the role of nominal lexical items referring to the writers, such as the author(s) and the researcher(s), are explored. The location of pronouns, determiners and the lexical items in the IMRD structure (Introduction-Method-Results-Discussion) is also researched, as certain types of pronouns and determiners were expected to occur in the given sections, depending on their functions. The results clearly show that there is a striking difference between the use of pronouns and determiners in the texts written by the two groups of writers. The findings carry important implications for formulating clearer instructions and developing appropriate writing strategies by novices writing for publication in EFL.

8

Das Prinzip der Objektivität in akademischen Texten: Modalisierende Signale im deutsch-polnischen Kontrast

88%

Schönherr M.

Studia Linguistica

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2019

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issue 38

95 - 115

EN

Students’ written works produced in an academic environment follow certain scientific conventions, such as formality or objectivity. The objective style of academic texts can be reflected in how the writer refers to the research of others or uses referential markers and modals. This paper is aimed at discussing several aspects related to objectivism and subjectivism in academic-scientific writing. Moreover, it shows the most frequent mistakes Polish students usually make in their L2 German academic texts, particularly in their bachelor and master theses.

9

Selling Their Research: The Linguistic Realization of Rhetoric Moves in English Thesis Abstracts Written by Hungarian Undergraduates

88%

Doró K.

Romanian Journal of English Studies

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2013

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vol. 10

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issue 1

181-191

EN

Abstracts are short and dense summaries of the main aspects of academic work. Major rhetoric moves, such as the aim the research, description of the methodology, the summary of the results, are identified in 52 undergraduate theses written by Hungarian students of English. Emphasis is given to the academic lexical bundles, the use of tenses and aspects, personal pronouns, modal auxiliaries, hedging in the realization of these moves. Comparison is made between novice and experienced writers. The pedagogical implications of the findings are also discussed.

10

The effects of online learner-driven feedback on IELTS writing skills via Google Docs

88%

Ebadi S., Alizadeh A.

Teaching English with Technology

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2021

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vol. 21

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issue 3

42-66

EN

This study reports the results of a mixed-methods approach to investigate the impact of peer online learner-driven feedback (LDF) using Google Docs and peer-editing in a face-to-face classroom on EFL learners’ writing skill. As this study was conducted using a quasi-experimental design, two intact groups, each including twenty EFL learners, were selected as the participants of the study. They were attending an IELTS preparation course at a language school in Iran. To assess the learners’ IELTS academic writing skills, we used academic writing task 1 and task 2 and conducted semi-structured interviews to explore the learners’ perceptions towards the impact of online learner-driven peer-editing on writing tasks. An independent-samples t-test, along with two one-way MANCOVA, was used to analyse the quantitative data. The results showed that LDF-based peer-editing significantly enhanced the learners’ academic writing skills, compared to the conventional in-class feedback. The thematic analysis used to analyse the qualitative data shed light on the learners’ positive perceptions towards the effect of online learner-driven peer-editing on academic writing skills.

11

INSTANT MESSAGING LANGUAGE IN JORDANIAN FEMALE SCHOOL STUDENTS’ WRITING

88%

Rabab’ah G. A., Rabab’ah B. B., Suleiman N. A.

Teaching English with Technology

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2016

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vol. 16

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issue 2

116-142

EN

This study seeks to examine the existence of Instant Messaging language phenomenon among female teenagers in some Jordanian private schools and its influence on their learning experience, mainly literacy. It also raises questions about the characteristics of textese as well as teachers’ attitude towards their students’ use of SMS language in their academic writing. The methodology used in this study involves the descriptive and quantitative analysis of writings taken from 320 female teenagers in four different private schools in Amman, Jordan following National and International Programs as well as the responses to a questionnaire filled out by 100 EFL teachers. Upon the examination of these writings, it becomes clear that Instant Messaging language appears in students’ writing, and teachers have reservations towards its use by their students in their writing. Data suggest that teachers should raise students’ awareness of this issue to help them effectively control and enhance the influence of Instant Messaging on their academic writing.

12

Polish and Ukrainian University Students’ Perspectives on Academic Writing: A Comparative Overview

88%

Kozolup M., Kokor M., Savchynskyi R.

Central European Journal of Communication

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2020

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vol. 13

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issue 3(27)

352-370

EN

Communication, both written and oral, as the key to academic and professional success has received much scholarly attention in the academic communities of Western Europe and North America. However, in the Eastern European educational scene, teaching academic communication, especially academic writing, in institutions of higher education has been largely neglected for a long time. This research attempts to look at academic writing practices at two universities in Ukraine and Poland from the students’ perspectives. The survey conducted among students pursuing master’s degrees in education and pedagogy at both universities aimed to reveal their attitudes, beliefs and opinions in three domains: cognitive, social and affective. The results lead to some important inferences: students’ exposure to academic writing is insufficient; the potential of writing as a learning tool is not fully understood; students’ awareness of academic integrity is rather low. The tendencies observed across institutions are mostly similar with occasional significant differences.

13

НАВЧАННЯ СТУДЕНТІВ-МАГІСТРІВ ТЕХНІЧНИХ СПЕЦІАЛЬНОСТЕЙ АКАДЕМІЧНОГО ПИСЬМА АНГЛІЙСЬКОЮ МОВОЮ

88%

Дзіман Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

105-112

EN

The article is devoted to consideration of teaching English writing to Master’s students of technical departments. Main stages of teaching English writing at an advanced level are regarded as well as characteristics and examples of the exercises for teaching English writing at these stages. The article states that teaching at an advanced level deals with development and improvement of learning skills obtained during previous teaching stages. The basis of the system for teaching English writing to Master’s students are the exercises aimed at the development of such skills as: 1) ability to structure written texts correctly; 2) stylistic skills; 3) ability to suggest an idea in the written form; 4) ability to achieve cohesion. During teaching English writing to Master’s students, special focus needs to be placed on availability principle which implies gradual presentation of the material. Special attention in the process of teaching should be also paid to text structure and organization along with its verbal peculiarities. This refers to both short and long written scientific forms. In its turn, components of writing activities may be divided into pre-writing, during-writing and post-writing stages. Pre-writing stage involves analysis of the text structural elements. The second stage is aimed at teaching English writing to Master’s students as a specific kind of speech activity. Individual work with the elements of team work will dominate at this stage of the teaching process. At this stage all students who work in a team are responsible for writing of some particular structural element of the scientific text. The post-writing stage focuses on proofreading and editing final result as well as achieving text cohesion. An important role in teaching is devoted to control. The forms of control include: delayed individual control, peer-check, front control and self-control. It should be noted that evaluation criteria should guide teacher in his/ her control. To summarize it, it should be noted that all the exercises used for teaching English writing to Master’s students should be productive, communicative and relatively communicative. Consideration of all these factors will promote creation of scientifically grounded exercises for teaching English writing to Master’s students.

14

At the Crossroads of Grammatical and Communicative Competence? – Academic Writing at The C2 Level (CEFR)

88%

Milenković B.

Romanian Journal of English Studies

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2012

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vol. 9

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issue 1

101-112

EN

The study has been conducted within the project 178014 entitled The structure dynamics of the Serbian language, financed by the Ministry of Science and Technology, Republic of Serbia. Academic writing at the C2 level, according to the Common European Framework of Reference, experiences a fundamental change of focus from the lower-order concerns in writing, to the notion of communicative aspect of discourse and towards the higher-order concerns in writing. This study explores the degree of communicative competence in L2 writing that these students exhibit.

15

The Conceptualisation of Argument in Writing for Academic Purposes

88%

Baumann S. A.

Anglica Wratislaviensia

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2016

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issue 54

9-20

EN

Despite the long-standing tradition in research on conceptual metaphor, little attention has been paid to the use of conceptual metaphor in academic writing. The present study aims to investigate how the concept of ARGUMENT is realized in two academic contexts: (i) L2 speakers writing in English, and (ii) L1 speakers writing in Swedish. Following Lakoff and Johnson (1980/2003), four related conceptual metaphors (AN ARGUMENT IS A JOURNEY; AN ARGUMENT IS A BATTLE; AN ARGUMENT IS A BUILDING; AN ARGUMENT IS A CONTAINER) were identified and examined in a sample of Bachelor and Master theses written in English or Swedish by native speakers of Swedish. The main questions here are (i) to what extent the students employed these metaphors in their conceptualization of an argument and (ii) whether there are any differences in the patterns of conceptual metaphor depending on the language in which the texts were produced. The results suggest that while for the most part, academic texts written in English and Swedish both employed metaphorical conceptualizations of ARGUMENT as a JOURNEY and as a BUILDING, precisely which linguistic expressions predominated differed between the two languages. The findings have implications for (second-language) teaching, such as the development of academic writing courses, in particular in the context of English for non-native writers and for the training of instructors for such courses.

16

Český lid a příbuzné vědecké časopisy v 19. - 21. století

88%

Woitsch J.

Český lid: etnologický časopis (Český lid: Ethnological journal)

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2013

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vol. 100

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issue 1

121-127

EN

The article presents a short summary and comparison of development of scientific journals, whose representatives decided to contribute to the monothematic issue dedicated to the centenary of the journal Český lid. The author stresses the similar dynamic and development of these journals in the 19th to the 21st century that can partially be reduces to the problem of scientific publication in humanities/social sciences in Central Europe.

17

The use of passive voice in academic writing. Evidence from Danish, Norwegian and Swedish as L1 and L2

88%

Horbowicz P., Skrzypek D., Sobkowiak M., Kołaczek N.

Folia Scandinavica Posnaniensia

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2019

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vol. 26

4-26

EN

The paper studies the use of the passive voice in academic texts written in Mainland Scandinavian languages (Danish, Norwegian and Swedish) by their native speakers and by adult Polish learners of those languages. The corpus consists of 37 MA theses written in Scandinavia and in Poland. A number of referring verbs were chosen for the purpose of the analysis. The results show that while there are discrepancies in the use of the passive voice in texts written by Polish and Scandinavian students, they cannot be unequivocally diagnosed as resulting from the grammatical and stylistic influence of the mother tongue.

18

Preferencie pri výbere anglických uvádzajúcich slovies v záverečných prácach slovenských študentov anglistiky

88%

Dančišinová L.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

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2017

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vol. 78

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issue 3

214-225

EN

This study focuses on the process of selecting and using reporting verbs in student writing and on their denotative and evaluative functions. The aim is to compare student and scholarly writing in order to find any possible interdisciplinary or genre differences. Bachelor’s and master’s theses written in academic English by Slovak students of English Language at the University of Presov, Slovakia, were analysed. The results of the analysis were compared with Hyland’s (1999) study of reporting verbs in research articles from various disciplines written in English. The study suggests that students prefer discursive reporting verbs expressing a neutral or (less frequently) positive stance towards the cited text, which is in accordance with the analyses of reporting verbs in research articles and dissertations. Key words: academic writing; citations; citation practices; evaluation; reporting verbs

19

Formulaic Sequences and Meta-Discourse Markers in Applied Linguistics Research Papers. A cross-linguistic corpus-based analysis of native and non- native authors’ published articles

88%

Assassi T., Merghmi K.

Academicus. International Scientific Journal

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2023

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vol. 14

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issue 27

154-175

EN

Metadiscourse markers and their importance to academic writing are essential research subjects nowadays. The current corpus-based study aims at identifying interactional and interactive metadiscourse markers in terms of frequency and function in the abstract section of published research articles in applied linguistics developed by Algerian, Saudi, and Native researchers. 20 research articles for each group, with a total of 60 articles have been randomly selected and compiled as the research corpus for this study, then analyzed qualitatively and quantitatively using AntConc.3.2.4 relying on Hyland’s classification of metadiscourse markers. As a comparative study, the research considered the abstracts written by natives as a benchmark and attempted to find an answer to the main inquiry related to the frequency of use of metadiscourse devices by Algerian and Saudi researchers in comparison to their Native counterparts. The main research results showed how close were Algerian abstracts to native ones in terms of using endophorics, frame markers, code glosses, hedges, attitude markers, and self-mentions. While Saudi abstracts were close to the benchmark only in two markers that are transitions and engagement markers. The rest of the devices were shown to be far from the native norm in both cases. The findings also revealed that the use of metadiscourse markers is not the only indicator of papers’ publication rate in indexed journals by comparing the corpus analysis results to the source of the articles (journals), to find that even if Algerian researchers publish less in high indexed journals in comparison to Saudis, they are still closer in using markers to the natives as a benchmark.

20

Personification in EFL learners’ academic writing: A cognitive linguistic stance

88%

Belkhir S.

Glottodidactica

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2021

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vol. 48

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issue 2

7-20

EN

The paper offers a report of a small-scale corpus investigation into some advanced EFL learners’ use of personification in academic writing within a higher education context (Mouloud Mammeri University). Its main objective is to shed light on the extent of the occurrence of this phenomenon in their writings. The question raised is whether the examination of their dissertations would reveal extensive use of personification. Conceptual Metaphor Theory constitutes the theoretical framework featuring in this research. Relying on the Metaphor Identification Procedure (MIP) (Pragglejaz Group 2007), six master’s dissertations are selected for examination, and a quantitative analysis of the identified metaphorically used words is conducted. The results of the study reveal an overwhelming manifestation of personification. These findings may constitute a small contribution to the field of education, as offering useful data to educational practitioners and researchers.

Refine search results

Expertise en écriture académique – entre acculturation et conscience disciplinaire

Dimension linguistique, discursive et intellectuelle de la rédaction de texte académique en langue étrangère. Exemple des résumés de mémoires de licence et de master à la philologie française

Sto ročníků Českého lidu v osobách a poselstvích vedoucích redaktorů

Effects of Text-messaging on the Academic Writing of Arab EFL Students

A Blended Learning Approach to Academic Writing and Presentation Skills

Humour in Professional Academic Writing

Expressing authorial self in research articles written by Polish and English native-speaker writers: A corpus-based study

Das Prinzip der Objektivität in akademischen Texten: Modalisierende Signale im deutsch-polnischen Kontrast

Selling Their Research: The Linguistic Realization of Rhetoric Moves in English Thesis Abstracts Written by Hungarian Undergraduates

The effects of online learner-driven feedback on IELTS writing skills via Google Docs

INSTANT MESSAGING LANGUAGE IN JORDANIAN FEMALE SCHOOL STUDENTS’ WRITING

Polish and Ukrainian University Students’ Perspectives on Academic Writing: A Comparative Overview

НАВЧАННЯ СТУДЕНТІВ-МАГІСТРІВ ТЕХНІЧНИХ СПЕЦІАЛЬНОСТЕЙ АКАДЕМІЧНОГО ПИСЬМА АНГЛІЙСЬКОЮ МОВОЮ

At the Crossroads of Grammatical and Communicative Competence? – Academic Writing at The C2 Level (CEFR)

The Conceptualisation of Argument in Writing for Academic Purposes

Český lid a příbuzné vědecké časopisy v 19. - 21. století

The use of passive voice in academic writing. Evidence from Danish, Norwegian and Swedish as L1 and L2

Preferencie pri výbere anglických uvádzajúcich slovies v záverečných prácach slovenských študentov anglistiky

Formulaic Sequences and Meta-Discourse Markers in Applied Linguistics Research Papers. A cross-linguistic corpus-based analysis of native and non- native authors’ published articles

Personification in EFL learners’ academic writing: A cognitive linguistic stance