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The paper sought to achieve two aims. First, to identify the most problematic structural and cultural patterns that could challenge Algerian law students, particularly in achieving competency in English legal academic writing. Second, to develop a content-based unit designed to foster students' legal academic writing competence through integrating language and content specific to legal studies, namely international property law. To achieve the first aim, a corpus-based analysis of legal articles, book chapters and study materials in Arabic and English pertaining to the chosen area was carried out following the principles of contrastive rhetoric. The analysis employed LancsBox software alongside qualitative efforts. The findings revealed major structural and cultural patterns that may cause difficulty to law students when producing English legal writing: syllogism, reading culture, collocations, passive voice, and text structures. To fulfil the second aim, the paper proposed a teaching unit following the principles of Content-based Instruction (CBI).

In this study, the researcher investigated the use of grammatical cohesive devices (conjunctions) in learners' written productions, focusing on Saudi undergraduate students who were studying academic English as a foreign language (EFL). The aim of the study was to examine the use and frequency of four types of conjunctions-additive, adversative, causal, and temporal-in learners' essays. The researcher employed a mixed-methods (quantitative and qualitative) approach to collect data from learners' essays. Textual analysis was the qualitative method employed to identify and count the four types of conjunctions and to determine whether the learners used any cohesive devices incorrectly. This was followed by quantitative data analysis to calculate the students' mean scores and consider significant differences. The data were analysed using Halliday and Hasan's (1976) cohesion framework. Forty female Saudi students participated in the study by writing and submitting essays following explicit instruction on conjunctions. The findings revealed that Saudi EFL learners used different types of conjunctions correctly in their essays, such as 'and' as additive conjunction; 'but' as adversative conjunction; 'because' as causal conjunction; and finally, 'first', as temporal conjunction. The findings also showed that additive conjunctions were the most frequently used in learners' essays.

In academic writing, stance and engagement features establish an important area because they help writers convey their impressions, messages, and attitudes towards their readers. In spite of increasing the number of studies tackling this issue, limited studies have focused on EFL Libyan students. Therefore, this study aims to investigate the stance and engagement markers in the conclusion sections of ten Ph.D. Theses of Libyan postgraduates; five of them are from the soft domain, specifically the business administration field (B), and the other five are from the hard domain, specifically the electrical-electronics engineering (EE). The current study used Hyland's (2005) model to explore the stances and engagement markers used in the conclusion sections. The findings showed that the total number of stances in the soft domain conclusions is 117, and the total number of engagement markers is 35, whereas in the hard domain, 27 were for stances and 13 were for engagements. Such findings could be employed academically to enhance EFL Libyan students' performance in academic writing.

كشف البحث عن مهارات الكتابة الاكاديمية اللازمة لطلاب ماجيستير المناهج وطرق تدريس اللغة العربية بكليات التربية وتقويم خططهم البحثية في ضوئها. واعتمد البحث على المنهج الوصفي التحليلي. وتمثلت أدوات البحث في قائمة مهارات الكتابة الأكاديمية اللازمة لطلاب الماجيستير، واستمارة تحليل محتوى الخطط البحثية لطلاب الماجيستير، وتم تطبيقها على عينة من الخطط البحثية في مجال المناهج وطرق تدريس اللغة العربية، التي سجلت بكلية التربية جامعة المنصورة، للعام الجامعي (2015-2016) والعام الجامعي (2016-2017). وتوصل البحث إلى عدد من النتائج ومنها، أن جميع النسب المئوية لمتوسطات درجات عينة البحث في محور (كتابة عنوان جيد ينتمي لمجال التخصص الدقيق) جاءت جميعها أقل من نسبة (80%)، بل أقل من (50%) حيث تراوحت تلك النسب ما بين (40% و42.67%)، كما يتضح أن متوسط درجات الطلاب في مهارة (الدقة في انتقاء الكلمات) جاء في المركز الأول بنسبة مئوية (42.67%)؛ وهي نسبة ضعيفة كما جاء متوسط درجات الطلاب في مهارتي (وضوح العلاقة بين متغيرات البحث والاقتصاد في الكلمات دون حشو أو إخلال بالمعنى في المرتبة الثانية والأخيرة بنسبة مئوية (40%)، وهذا يشير إلى وجود قصور كبير في مهارات هذا المحور، ويدعو إلى مراجعة الأمر، والعمل على تلافي القصور. وأوصى البحث بتفعيل استراتيجية عمليات الكتابة، وذلك بتمكين الباحث من إدارة عملية تعلمه لمهارات الكتابة الأكاديمية، بالتخطيط لها، ومرافقة خطواته، وتقويمه لذلته. كُتب هذا المستخلص من قِبل دار المنظومة 2021

Writing, as a language skill, is often regarded as a complex task. In this time of rapid changes in the professional landscape, business owners are aspiring to have highly competent and collaborative labor. The fact that language use has shifted greatly towards effective communication, be it spoken or written, introduced the urge for ESP learners to have their attention put on how to function properly and efficiently within the already working systems. In the modern workplace, there is a growing emphasis on not just technical knowledge but also a wide range of soft skills, including meaningful collaboration. In this study, we sought to investigate the current ESP pedagogy vis-a-vie academic writing requirements of the 21st Century business environment as well as the possible effects of integrating the Jigsaw technique into ESP instruction for namely academic writing proficiency. For this purpose, a quasi-experimental research design was applied at Ziane Achour University's Department of English over the first trimester of 2023- 2024 academic year. 52 participants took part in the investigation throughout 06 treatment sessions after having sat for a pre-test writing achievement. Followed by the two, they, then, underwent another similar post-test. The findings revealed that the Jigsaw technique had a statistically positive impact on the learners' academic writing proficiency.

Academic writing assessment is pivotal in university career. Some teachers tend to assign holistic marks to written compositions, ignoring assessment criteria. However, this paper highlights the importance of systematicity in assessment using scoring rubrics that are designed according to the context and population they are directed to. This paper suggests a paragraph scoring rubric after performing exploratory Principal Components Analysis (PCA). A set of 19 evaluation criteria is suggested and piloted on 51 paragraphs written by first-year university students from the Department of English at Tebessa University. After setting oblique rotation, PCA indicates that the variables are correlated (sig. > 0.001 in Bartlett's test), and are extracted into five factors that are correlated as well (r > 0.32). The PCA pattern matrix indicates that some variables have cross-loadings, so they should be deleted. Therefore, the initial variables are extracted into four factors, named academic writing style, paragraph structure, lexis, and writing mechanics. These components constitute the holistic scoring rubric, which is recommended in scoring paragraphs, and which is tested to validate its groupings and psychometric properties.

This article is intended to investigate the academic writing difficulties facing Arabic second language learners and their causes. It attempted to explore the following points: the extent to which certain challenges have an impact on non-Arabic students mastering academic writing skills. It also explored the main reasons that caused such difficulties. Finally, it presented some suggested solutions and pedagogical implications to assist learners to cope well with such difficulties and challenges and improve their writing production. Forty five postgraduate students participated in filling out a questionnaire containing thirteen statements concerning the difficulties and ten statements concerning the difficulties' causes. It was revealed that participants faced difficulties in choosing the appropriate academic words, using mechanics of writing (spelling), using mechanics of writing (punctuations), organizing my ideas, writing coherent paragraphs, summarizing ideas taken from other sources and paraphrasing ideas taken from other sources. The results also showed that such difficulties were caused by ineffective feedback provided by instructors, low Arabic language proficiency, reliance on first language in generating ideas which results in weak writing, lack of learner's motivation and lack of writing practice opportunity.

The use of indirectness in discourse varies according to culture. In writing, this disparity often leads to misinterpretation of discourse, especially when readers and writers have different perceptions of what constitutes an appropriate degree of directness. The present paper investigates the use of five types of syntactic and rhetorical indirectness markers and strategies in 60 English argumentative essays written by Arabic-speaking learners. The linguistic exponents of each device are quantitatively described. This is followed by a qualitative analysis of excerpts from the texts to show how writers exploit the selected devices and the possible cultural interpretations of their use. The implication of this study is to reveal the way improper management of indirectness in English writing by non-native speakers may affect their academic texts' comprehension from an English reader's perspective. The ultimate goal is to derive insights related to teaching the appropriate degrees of indirectness in English academic writing.

Academic community members share the findings of their research projects through research articles publication. Likewise, the Algerian doctorate students find it mandatory to publish their research findings that are most pertinent to the topic of their doctorate thesis. However, most candidates find this task challenging because of inadequate understanding of academic genre norms and writing skills. This study explores EFL Algerian doctoral candidates' perceptions and attitudes of writing research articles in order to determine the most common encountered difficulties, and suggests adequate strategies to solve their academic writing problems. Data collection was carried out through the use of a questionnaire administered to a sample of doctoral candidates and an interview of two academic writing teachers at Biskra University. The qualitative and quantitative data analysis determined that doctorate candidates face some academic writing problems because of inappropriate and scarce practice opportunities of this academic genre.