Teaching Academic Writing as a Discipline specific Skill in Higher Education

Featuring a range of topics such as blended learning, data interpretation, and knowledge construction, this book is essential for instructors, academicians, administrators, professors, researchers, and students.

Author: El-Sadig Y. Ezza

Publisher: Information Science Reference

ISBN: 9781799822677

Category: Education

Page: 253

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"This book examines the way disciplinary practices provide a framework for writing in various scholastic areas"--

Teaching Academic Writing in European Higher Education

This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries.

Author: Lennart Björk

Publisher: Springer Science & Business Media

ISBN: 9780306481956

Category: Education

Page: 234

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This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.

Teaching Academic Writing in UK Higher Education

Teaching Academic Writing in UK Higher Education introduces this growing field and provides a resource for university teachers, researchers and administrators interested in developing students' writing.

Author: Dr Lisa Ganobcsik-Williams

Publisher: Macmillan International Higher Education

ISBN: 9780230367982

Category: Reference

Page: 272

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Academic Writing is emerging as a distinct subject for teaching and research in higher education in the UK and elsewhere. Teaching Academic Writing in UK Higher Education introduces this growing field and provides a resource for university teachers, researchers and administrators interested in developing students' writing.

Teaching Academic Writing in UK Higher Education

levels of the university: faculties or schools, departments or disciplines, and discipline lecturers.12 The collaboration revolves around the development of curricula that teach not only the explicit subject of study but also the skills ...

Author: Lisa Ganobcsik-Williams

Publisher: Macmillan International Higher Education

ISBN: 9781137019233

Category: Reference

Page: 272

View: 328

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Academic Writing is emerging as a distinct subject for teaching and research in higher education in the UK and elsewhere. Teaching Academic Writing in UK Higher Education introduces this growing field and provides a resource for university teachers, researchers and administrators interested in developing students' writing.

Writing in the Disciplines

This book places WiD in its theoretical and cultural contexts and reports on initiatives taking place at a range of UK higher education institutions.

Author: Mary Deane

Publisher: Macmillan International Higher Education

ISBN: 9780230345768

Category: Study Aids

Page: 304

View: 115

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'Writing in the Disciplines' (WiD) is a growing field in which discipline-based academics, writing developers, and learning technologists collaborate to help students succeed as subject specialists. This book places WiD in its theoretical and cultural contexts and reports on initiatives taking place at a range of UK higher education institutions. Also includes surveys of current developments and scholarship in the US, Australia, Europe and elsewhere, making it of interest to both a UK and an international audience.

Discipline Specific Writing

Teaching academic writing: A toolkit for higher education (pp. 1–18). London and New York: Routledge. Etherington, S. (2008). Disciplines: Academic writing and the disciplines, In P. Friedrich (ed), Teaching academic writing (pp.

Author: John Flowerdew

Publisher: Taylor & Francis

ISBN: 9781315519005

Category: Education

Page: 218

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Discipline-Specific Writing provides an introduction and guide to the teaching of this topic for students and trainee teachers. This book highlights the importance of discipline-specific writing as a critical area of competence for students, and covers both the theory and practice of teaching this crucial topic. With chapters from practitioners and researchers working across a wide range of contexts around the world, Discipline-Specific Writing: Explores teaching strategies in a variety of specific areas including science and technology, social science and business; Discusses curriculum development, course design and assessment, providing a framework for the reader; Analyses the teaching of language features including grammar and vocabulary for academic writing; Demonstrates the use of genre analysis, annotated bibliographies and corpora as tools for teaching; Provides practical suggestions for use in the classroom, questions for discussion and additional activities with each chapter. Discipline-Specific Writing is key reading for students taking courses in English for Specific Purposes, Applied Linguistics, TESOL, TEFL and CELTA.

Discipline Specific Writing

This book highlights the importance of discipline-specific writing as a critical area of competence for students, and covers both the theory and practice of teaching this crucial topic.

Author: John Flowerdew

Publisher: Routledge

ISBN: 9781315518992

Category: Education

Page: 218

View: 653

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Discipline-Specific Writing provides an introduction and guide to the teaching of this topic for students and trainee teachers. This book highlights the importance of discipline-specific writing as a critical area of competence for students, and covers both the theory and practice of teaching this crucial topic. With chapters from practitioners and researchers working across a wide range of contexts around the world, Discipline-Specific Writing: Explores teaching strategies in a variety of specific areas including science and technology, social science and business; Discusses curriculum development, course design and assessment, providing a framework for the reader; Analyses the teaching of language features including grammar and vocabulary for academic writing; Demonstrates the use of genre analysis, annotated bibliographies and corpora as tools for teaching; Provides practical suggestions for use in the classroom, questions for discussion and additional activities with each chapter. Discipline-Specific Writing is key reading for students taking courses in English for Specific Purposes, Applied Linguistics, TESOL, TEFL and CELTA.

Writing in the Disciplines

Biggs, J. (1999) Teaching for Quality Learning at University (Buckingham: Open University Press). Bonanno, H. and Jones, J. (1997) The MASUS procedure, Measuring the Academic Skills of University Students: A Diagnostic Assessment ...

Author: Mary Deane

Publisher: Bloomsbury Publishing

ISBN: 9781350306325

Category: Education

Page: 304

View: 277

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Writing in the Disciplines (WiD) is a growing field in which discipline-based academics, writing developers, and learning technologists collaborate to help students succeed as subject specialists. This book places WiD in its theoretical and cultural contexts and reports on initiatives taking place at a range of UK higher education institutions. Also includes surveys of current developments and scholarship in the US, Australia, Europe and elsewhere, making it of interest to both a UK and an international audience.

Preparing Students for Community Engaged Scholarship in Higher Education

... and Measurement Strategies in Global Higher Education Elena Aurel Railean (American University of Moldova, ... US $185.00 Teaching Academic Writing as a Discipline-Specific Skill in Higher Education El-Sadig Y. Ezza (University of ...

Author: Zimmerman, Aaron Samuel

Publisher: IGI Global

ISBN: 9781799822103

Category: Education

Page: 465

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Community-engaged scholarship is an equitable and democratic approach to scholarship that seeks to identify and solve community-based problems. Community-engaged scholars aim to serve the public good by developing and sustaining community-campus partnerships built on trust, reciprocity, and mutual benefit. As universities orient themselves towards serving the public good, they face a number of challenges: faculty and students may not possess the competencies or commitment to build fruitful community partnerships, graduate and undergraduate students may lack the necessary training and mentorship required to develop their identity as community-engaged scholars, and institutional leaders may not know how to motivate faculty and students for this ambitious and challenging endeavor. Unless these challenges are addressed, universities will fail to prepare the next generation of community-engaged scholars. Preparing Students for Community-Engaged Scholarship in Higher Education is an essential research book that explores how faculty and academic leaders can create learning opportunities and intellectual cultures that support the development of community-engaged scholars. Additionally, it will examine how university coursework can help undergraduate and graduate students to develop the knowledge, skills, and commitments necessary for productive and responsible community-engaged scholarship. Featuring a range of topics such as mentorship, higher education, and service learning, this book is ideal for higher education faculty, university leaders, deans, chairs, educators, administrators, policymakers, curriculum designers, academicians, researchers, and students.

Writing Centres in Higher Education

This collection of essays reflects on the ways in which writing centres in South Africa are working in and across disciplines.

Author: Laura Dison

Publisher: AFRICAN SUN MeDIA

ISBN: 9781928357544

Category: Academic writing

Page: 210

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Writing Centres in South Africa, and globally, are now well established academic support centres within many universities. Historically tasked with supporting students as they grapple with the demands of academic writing, many centres are now moving beyond their own walls to work with academic tutors, lecturers and departments to rethink the ways in which knowledge is transformed into different kinds of disciplinary writing. This move raises pertinent questions for writing centre directors, tutors/consultants, and for the universities that house them: how does a centre, tasked with supporting more general academic literacy development through writing pedagogies, initiate students into a range of particularised discourse communities? How do writing centre staff and disciplinary lecturers negotiate their shared, and separate, concerns for student learning through collaborative writing development projects? How do writing centres work with assignments and forms of literacy that challenge them to reconfigure their own pedagogical practices and expand their conceptions of writing support? How do writing centres maintain their core focus as they move flexibly beyond their own spaces to understand the nature of disciplinary writing? This collection of essays reflects on the ways in which writing centres in South Africa are working in and across disciplines. Institutional constraints and challenges that arise from these collaborations are addressed and opportunities for transforming teaching and learning spaces are explored. The chapters speak to the global move in higher education to reconsider how knowledge is made, who makes it, and how support and development opportunities for students and lecturers should be created and sustained across the disciplines. This volume contributes to the body of knowledge in the growing field of the scholarship of teaching and learning in higher education in South Africa. It builds on the work of the first collection of such essays: Changing Spaces: Writing Centres and Access to Higher Education (Eds. A. Archer and R. Richards, 2011, SUN PReSS) to understand why working within the disciplines is so critical for writing development in a South Africanÿcontext.

Read Research and Write

This book is for students who have learnt English as a second (or third, or fourth) language, and are studying at an institution where English is the medium of instruction.

Author: Caroline Brandt

Publisher: SAGE

ISBN: 9781446244661

Category: Education

Page: 248

View: 508

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'Calling all lecturers: your jobs depend on books like this. You know that international students are a vital source of money for UK universities. Many of your masters courses - the ones you really enjoy teaching - would collapse tomorrow without students from around the world. This book is about how to help these students succeed.' - Times Higher Education 'A superb book which contains a wealth of ideas and strategies for use in the EAP classroom or for self-study. It should be compulsory reading for any student seeking to enter Higher Education in an English-language speaking country' - Alison Standring, EAP Co-ordinator, London School of Economics and Political Science (LSE) 'Read, Research, Write definitely fills a gap... It is comprehensive, accessible and expertly researched and written, covering many essential aspects of academic competence. Equally useful as a course book, a resource book in a class library or as a reference book for students, every EAP teacher will want a class copy, every ESL student starting higher education should keep it on their desk!' - Dr Roger Nunn, Senior Associate Editor, the Asian EFL Journal, Associate Professor in Communication, Petroleum Institute, Dubai 'Read, Research, Write takes a novel approach to combining language and content so as to balance discipline-specific and generic language development. Valuable and engaging input on learning strategies and research skills for higher education is also included. I would recommend this book for teachers of EAP in a range of contexts' - David Palfreyman, Zayed University, Dubai This book is for students who have learnt English as a second (or third, or fourth) language, and are studying at an institution where English is the medium of instruction. Each of its 10 chapters focuses on a reproduced academic article on an aspect of English for academic purposes - students can therefore learn about language skills from the articles themselves as well as developing those skills in the activities and tasks which follow. Each chapter develops six strands of academic skills essential for successful study: reading; learning language/vocabulary; writing; researching; studying' and applying to your own subject. The detailed and focused activities and tasks will help you to: Make reasonable knowledge claims Become more aware of university culture and expectations Write according to academic standards Think critically and reflectively Respond to ideas in academic articles Document your work appropriately and avoid plagiarism. Click on the RESOURCES TAB for extra downloadable materials include a collection of articles from a variety of different sources related to the topics in each of the book's 10 articles. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills website for tips, quizzes and videos on study success!

Teaching Academic Writing

A Toolkit for Higher Education Caroline Coffin, Mary Jane Curry, Sharon Goodman, Ann Hewings, Theresa Lillis, ... of the discipline-specific nature of much of academic writing and the usefulness of writing to the learning process.

Author: Caroline Coffin

Publisher: Routledge

ISBN: 9781134507337

Category: Education

Page: 192

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Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation. Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education.

EBOOK The Handbook of Academic Writing A Fresh Approach

This book will help writers in academic contexts to develop a productive writing strategy, not only for research monitoring exercises, but also for the long term.

Author: Rowena Murray

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335230075

Category: Juvenile Nonfiction

Page: 216

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The Handbook of Academic Writing offers practical advice to busy academics who want, and are often required, to integrate writing into their working lives. It defines what academic writing is, and the process of getting started through to completion, covering topics such as: Gaining momentum Reviewing and revising Self-discipline Writing regularly Writers' groups and retreats Academic writing is one of the most demanding tasks that all academics and researchers face. In some disciplines there is guidance on what is needed to be productive, successful writers; but in other disciplines there is no training, support or mentoring of any kind. This book helps those in both groups not only to improve their writing skills and strategies, but, equally importantly, to find satisfaction in engaging in regular and productive writing. Underpinned by a diverse range of literature, this book addresses the different dimensions of writing. The fresh approach that Murray and Moore explore in this book includes developing rhetorical knowledge, focusing on writing behaviours and understanding writing contexts. This book will help writers in academic contexts to develop a productive writing strategy, not only for research monitoring exercises, but also for the long term.

Student Writing

Lillis argues for an approach which sees student writing as social practice. The book draws extensively on a three-year study with ten non-traditional students in higher education and their experience of academic writing.

Author: Theresa M. Lillis

Publisher: Routledge

ISBN: 9781134586561

Category: Language Arts & Disciplines

Page: 208

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Student Writing presents an accessible and thought-provoking study of academic writing practices. Informed by 'composition' research from the US and 'academic literacies studies' from the UK, the book challenges current official discourse on writing as a 'skill'. Lillis argues for an approach which sees student writing as social practice. The book draws extensively on a three-year study with ten non-traditional students in higher education and their experience of academic writing. Using case study material - including literacy history interviews, extended discussions with students about their writing of discipline specific essays, and extracts from essays - Lillis identifies the following as three significant dimensions to academic writing: * Access to higher education and to its language and literacy representational resources * Regulation of meaning making in academic writing * Desire for participation in higher education and for choices over ways of meaning in academic writing. Student Writing: access, regulation, desire raises questions about why academics write as they do, who benefits from such writing, which meanings are valued and how, on what terms 'outsiders' get to be 'insiders' and at what costs.

ESP in European Higher Education

Teaching Academic Writing in UK Higher Education — Theories, Practices and Models. ... Bilbao: University of Deusto. ... Integrating the instruction of generic and discipline-specific skills into the curriculum: A case study.

Author: Inmaculada Fortanet-Gómez

Publisher: John Benjamins Publishing

ISBN: 9789027291165

Category: Language Arts & Disciplines

Page: 285

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The Bologna Reform has been implemented in a large part of the European Union and it is time to take a short pause to reflect over some of the lessons learned up to now. The aim of this book is to share experiences and reflections on English for Specific Purposes pedagogy in Western European higher education. Taking as a starting point the development of the EU policies during the past couple of decades and their national implementations, the chapters in this book provide various perspectives, both theoretical and practical, on the ways in which the reform has been implemented and its effects on the teaching of ESP. Experiences of developing programmes and courses incorporating Content and Language Integrated Learning and Autonomous and Lifelong Learning are described, as well as Problem-Based Learning and Process-Genre Pedagogies. The book also includes chapters on the crucial, but often neglected issue of teacher support in meeting the challenges of teaching content through the medium of English.

Writing and Learning in Cross national Perspective

With this collection, editors David Foster and David R. Russell broaden the discussion about the role of writing in various educational systems and cultures.

Author: David Foster

Publisher: Routledge

ISBN: 9781136693984

Category: Social Science

Page: 368

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Despite the increasingly global implications of conversations about writing and learning, U.S. composition studies has devoted little attention to cross-national perspectives on student writing and its roles in wider cultural contexts. Caught up in our own concerns about how U.S. students make the transition as writers from secondary school to postsecondary education, we often overlook the fact that students around the world are undergoing the same evolution. How do the students in China, England, France, Germany, Kenya, or South Africa--the educational systems represented in this collection--write their way into the communities of their chosen disciplines? How, for instance, do students whose mother tongue is not the language of instruction cope with the demands of academic and discipline-specific writing? And in what ways is U.S. students' development as academic writers similar to or different from that of students in other countries? With this collection, editors David Foster and David R. Russell broaden the discussion about the role of writing in various educational systems and cultures. Students' development as academic writers raises issues of student authorship and agency, as well as larger issues of educational access, institutional power relations, system goals, and students' roles in society. The contributors to this collection discuss selected writing purposes and forms characteristic of a specific national education system, describe students' agency as writers, and identify contextual factors--social, economic, linguistic, cultural--that shape institutional responses to writing development. In discussions that bookend these studies of different educational structures, the editors compare U.S. postsecondary writing practices and pedagogies with those in other national systems, and suggest new perspectives for cross-national study of learning/writing issues important to all educational systems. Given the worldwide increase in students entering higher education and the endless need for effective writing across disciplines and nations, the insights offered here and the call for further studies are especially welcome and timely.

The Routledge Handbook of English for Academic Purposes

Bhatia, V.K. (2008) Genre analysis, ESP and professional practice. English for Specific Purposes. 27 (2). 161–174. Brandt, C. (2009) Read, research and write: Academic skills for ESL students in higher education. London: Sage.

Author: Ken Hyland

Publisher: Routledge

ISBN: 9781317328100

Category: Language Arts & Disciplines

Page: 670

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The Routledge Handbook of English for Academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast growing area of applied linguistics. Forty-four chapters are organised into eight sections covering: Conceptions of EAP Contexts for EAP EAP and language skills Research perspectives Pedagogic genres Research genres Pedagogic contexts Managing learning Authored by specialists from around the world, each chapter focuses on a different area of EAP and provides a state-of-the-art review of the key ideas and concepts. Illustrative case studies are included wherever possible, setting out in an accessible way the pitfalls, challenges and opportunities of research or practice in that area. Suggestions for further reading are included with each chapter. The Routledge Handbook of English for Academic Purposes is an essential reference for advanced undergraduate and postgraduate students of EAP within English, Applied Linguistics and TESOL.

Writing in the Disciplines

Teaching academic writing in UK higher education. Hampshire, UK: Palgrave MacMillan. Haggis, T. (2006). Pedagogies for diversity: Retaining critical challenge amidst fears of 'dumbing down'. Studies in Higher Education, 31(5), 521–535.

Author: Christine Hardy

Publisher: Emerald Group Publishing

ISBN: 9781780525464

Category: Reference

Page: 281

View: 800

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This book develops academic writing in higher education. Viewing writing as a complex sociocultural act, it analyses key issues in writing environments and their impact on student writing. Drawing on research, practice and the existing body of knowledge, it also offers practical writing activities that can be used with students in the disciplines.

EBOOK Teaching to Avoid Plagiarism How to Promote Good Source Use

Topics covered in this book include: The causes of plagiarism How universities currently deal with plagiarism How teachers can support students in effective source use The role of technology Issues for second language writers and ...

Author: Diane Pecorari

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335245949

Category: Juvenile Nonfiction

Page: 248

View: 819

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This is a practical book aimed at improving university teachers' skills in addressing plagiarism in pedagogical and constructive ways.

What is Good Academic Writing

This volume asks what good writing is within specific disciplines, focussing on student work.

Author: Melinda Whong

Publisher: Bloomsbury Publishing

ISBN: 9781350110403

Category: Foreign Language Study

Page: 208

View: 596

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The field of English for Academic Purposes (EAP) developed to address the needs of students whose mother tongue is not English. However, the linguistic competence required to achieve academic success at any university where English is the medium of instruction is a challenge for all students. While there are linguistic features common to academic literacy as a general genre, closer investigation reveals significant differences from one academic field to another. This volume asks what good writing is within specific disciplines, focussing on student work. Each chapter provides key insights by EAP professionals, based on their research in which they bring together analysis of student writing and interviews with subject specialists and markers who determine what 'good writing' is in their discipline. The volume includes chapters on established disciplines which have had less attention in the EAP and academic writing literature to date, including music, formal linguistics, and dentistry, as well as new and growing fields of study such as new media.