ALLT 2018 Proceedings - Teaching and Learning in a Globalized World (original) (raw)

Approaches to the teaching of Academic Writing

Throughout the history of language teaching and learning, the teaching of writing has been the subject of focus for many teachers and applied linguists. As the pendulum swung from an approach to another, teaching writing skills has been either prioritized or neglected. More specifically, with the rise of the communicative movement, different teachers started to direct their practices mostly to speaking and communicative skills. However, with the increased focus on the learner and with the search for a holistic approach to language teaching which integrates all the major skills, the writing component has become an integrative skill that needs to be fit into any language teaching programme. At the university level, writing occupies a major component; every year, several academic writing textbooks are designed and published throughout the world incorporating different approaches and activities, all of which with a unifying purpose of developing academic writing skills among university students. The present essay endeavors to explore some of the main approaches and techniques used in the teaching of academic writing. First, it is initiated by a discussion of the notion of writing and its relevance to language teaching and learning. Then, the second section will be devoted to explore some of the main approaches that have been adopted in the teaching of academic writing. Afterwards, the third section will be concerned with some practical activities that are used in the teaching of academic writing.

The Formation of the Foundation of Academic Writing

International journal of environmental and science education, 2016

The relevance of the problem under investigation is caused by the fact that in the context of the modernization of the education system one of the main tasks of higher education is the formation of the students’ key competencies. The article aims to compare the model of higher education in Kazakhstan and abroad, reveal the differences and identify a number of problems that must be solved for the formation of key competencies of academic writing. The leading approaches to the study of this problem are the survey of products of students’ activity, questioning, interview and the method of statistical processing of results. An analysis of the theoretical and methodological literature allowed to formulate the concept of academic literacy and to determine the level of readiness for the academic activities of students in pedagogical high school. Materials of this article may be useful for the students of pedagogical high school as the result of the interviews with the students of Kostanay ...

Teaching Academic Writing in European Higher Education

Studies in Writing, 2003

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

Teaching academic writing in higher education

2002

International Journal of Language Academy International Journal of Language Academy TEACHING ACADEMIC WRITING IN ELT POSTGRADUATE PROGRAMMES AT TURKISH UNIVERSITIES

The significance of the teaching and learning of academic writing (AW) in higher education can hardly be disputed. For one thing, students' written production is taken as evidence for the mastery of disciplinary knowledge, i.e. it is assessed to evaluate student performance. Also, engaging students in AW promotes their ability to reflect on academic content and develop a critical stance by arguing and defending positions in their academic field. Furthermore, the mastery of AW enables students to meet the conventions of communicating research, which is particularly important in theses writing. Mastery of AW is therefore a prerequisite to become a member of a disciplinary community. In spite of its relevance, AW "is often an invisible dimension of the curriculum" (Coffin, et al., 2003, p. 3) rather than taught explicitly. This study examined instances of AW courses in postgraduate ELT (English language teaching) programmes in terms of implementation, course content and selecting staff. Additionally, reasons for the absence of courses and, if any, provided compensation or perceived needs were investigated. Interview questions were sent by email to academics (heads of department and course lecturers of AW courses in ELT departments offering postgraduate programmes). The results indicate that AW is not usually offered explicitly in ELT postgraduate programmes. As a tendency, AW is taught over a text-based approach aiming at preparing students for thesis writing at the expense of introducing the disciplinary conventions of AW.

Developing Learners' Academic Writing Skills in Higher Education: A Study for Educational Reform

Language and Education, 2002

L2 writers are known to face problems in developing their writing skills at the university level. These problems are even more accentuatedwith L1 Arabic non-native speakers of English in required English composition courses. Some research has shown that with low motivation levels the process can further be a very difficult and unrewarding one for both the learner and the teacher. However, students need to develop their writing skills in order to cope with their university coursework in the medium of English. This necessitatesthe search for learning tasks that meet student needs in a wider educational context. This paper outlines some of the writing theories proposed by researchers that have contributed to current L2 teaching/learning classroom methodologies. Drawing upon the insights gained from these theories, one EFL freshman composition classroom learning experience in doing practical research with L1 Arabic non-native speakers of English is described. Results indicated that the experience was not only a very highly motivating basis for developing students' writing skills but also a valuable one for students in acquiring necessaryacademic researchknow-how. Implications are made for the teaching/learning of writing and programme development in light of the postwar educational reform in Lebanon.

Shaping Students' Writing Skills: The Study of Fundamental Aspects in Mastering Academic Writing

Writing has become one of important skills in English language acquistion since a long time ago. Without leaving aside the importance of using active English to communicate, the passive one also plays important role to convey the message. Writing, as a way to explore our passive English is not merely intended to describe any topic without purposes. In this case, writing is a progressive activity. Oshima and Hogue (1997:2) explain the meaning of progressive in writing is when we want to start the first step to write about a certain topic, actually we have already known what we are going to write and how we explore it. After that, we read over our writing than we will do some corrections and also changes. In short, in order to have a better writing we should never stop only in one step. The more particular and specific urgency in writing is how to make our writing academic. This is what the most college students face in their writing tasks such as essays and final projects which become the requirement for them to finish their study in a university. In fact, academic writing is not as easy as the students think that they will just ask to write a passage freely. In this case, academic writing gives full description and complete guidance on how to make their writing sounds academic. So that is what the researcher tried to explained to the readers especially for students who need to shape their ability to in doing such academic writing.

Academic Writing Development in English: An Action Research Project

Academic Writing Development in English: An Action Research Project, 2021

Academic Writing is considered as the most important yet most difficult task for learners at secondary and higher education levels in Pakistan.Academic writing is the most difficult of all the four skills of a language (Garcia & Isabel, 2018). Nevertheless, it is considered as one of the prerequisite skills, the enrolled learners at college and undergraduate level need for various educational purposes including passing the exams (Dar & Khan, 2015). One way to study this issue is to first identify the problems of the learners in their academic writing and then seek a pedagogical intervention.The currentstudy followed this approach. It identified the difficulties of intermediate students of pre-engineering in academic writing at Government Ghulam Hussain Hidayatullah Higher Secondary School and then in the next phase it developed their academic writing skills by employing instructional teaching and practices through a content-based approach. An essay was used as a tool that assessed in a 5-point Analytical Rubric adopted by Angel and Garcia (2019). The scale included discourse, organization, syntax, convention, and vocabulary as the parameters/categories. Each category was marked for five marks individually and thus making a collective score of twenty-five marks for an essay. The methodology, employed in the research, was an action research that selected thirty participants as purposive sampling. Data was analyzed using descriptive statistics atpre-actional phase and post-actional phase to know the extent of improvement. The findings revealed that the participants were found weak in essay writing under academic writing at pre-actional phase level and later improved their competence and performances after the intervention of teachingpractices through a content-based approach. The scores of the essays increased at each category of the assessment gradually. Thus, the findings pave way forward for conducting more action research plans on developing academic writing skills in English and it also encourages further detailed research in this area.

ALLT 2018 Proceedings - Teaching and Learning in a Globalized World (original) (raw)

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