Academic Writing for Graduate Students Essential Tasks and Skills A Course for Nonnative Speakers of English (original) (raw)
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Academic Writing: A Handbook for International Students. (5th ed.)
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.
'Review of Academic Writing: A Handbook for International Students (5th ed.)’
REFLections, 2022
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.
Academic writing: a handbook for international students
2006
Most international students need to write essays and reports for exams and coursework. Yet writing good academic English is one of the most demanding tasks students face. This new edition of Academic Writing has been fully revised to help students reach this goal. Clearly organised, the course explains the writing process from start to finish. Each stage is demonstrated and practised, from selecting suitable sources, reading, notemaking and planning through to re-writing and proof-reading.
Academic writing practices constitute central processes through which students learn the conventions of their disciplines to meet the expectations of their academic communities. Therefore, academic writing courses should touch on the specific dimensions of it. One of the most prominent requirements of these courses is to identify the needs of students and implement a program based on the negotiation between the needs of students and the expectations of academic communities. The present study aimed to explore the academic writing needs of Turkish postgraduate students in the departments of English Language Teaching and English Language and Literature through an online questionnaire including Likert-type items and open-ended questions. The Likert-type items were analyzed using descriptive statistics and independent samples t-test statistics while the data gathered from open-ended questions was exposed to thematic analysis. We found that the participants (30 Turkish postgraduate students of English) obtained a clear idea of the disciplinary conventions and the importance of communication with readers in academic genres but they did not seem to develop awareness of building stance in academic genres. There was not a statistical difference between MA and PhD students' academic writing needs. Apparently, academic writing courses in postgraduate programs should place heavy demands on more specific needs-based curriculum to meet their students' target needs.
COURSE DESCRIPTION The course seeks to provide hands-on classroom training to develop competence in the academic use of English for scholarly communication. COURSE OUTCOMES After completing this course, the students will be able: 1. To develop academic writing behavior. 2. To understand the differences between everyday and academic use of language. 3. Have command over the structural and componential components of academic language. 4. Evaluate themselves where they are weak in academic writing and improve themselves. 5. Acquire disciplinary literacy to interact with academia, society, and the market. 6. Use technology and tools for academic writing