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Pedagogies in English for Academic Purposes
As the delivery of English for Academic Purposes (EAP) continues to expand internationally, so too must the literature available to support teaching. This volume showcases some of the research-informed work in this exciting and complex field, providing insights into EAP pedagogies employed in a diverse range of contexts. Drawing on the work of practitioners and practitioner-researchers, it responds to the repeated calls for a firmer link between theory, research and practice in language teaching, and provides a much-needed focus on pedagogy. From contexts where English is the principal dominant societal language or one of several official languages, to those where English-medium instruction (EMI) is common in higher education as an additional language for students and faculty, the chapters explore a range of geographical contexts, including Brazil, Canada, China, Norway, South Africa, Turkey, the UAE, the UK and the USA. Diversity is also represented in the range of types of EAP provision featured in this volume. Contributions focus on EAP for undergraduate and postgraduate students, from lower to advanced proficiency levels, before and during degree study, and in English for both general and specific academic purposes teaching, with discussion of consequences for on-going teacher education. Pedagogic responses and innovations to these varied contexts and needs are illustrated in the range of contributions, which provide insights into current practices in EAP globally.
eBook
Crossing Borders, Writing Texts, Being Evaluated
This book provides critical perspectives on issues relating to
writing norms and assessment, as well as writing proficiency
development, and suggests that scholars need to both carefully
examine testing regimes and develop research-informed perspectives
on tests and testing practices. In this way schools, institutions
of adult education and universities can better prepare learners
with differing cultural experiences to meet the challenges. The
book brings together empirical studies from diverse geographical
contexts to address the crossing of literacy borders, with a focus
on academic genres and practices. Most of the studies examine
writing in countries where the norms and expectations are
different, but some focus on writing in a new discourse community
set in a new discipline. The chapters shed light on commonalities
and differences between these two situations with respect to the
expectations and evaluations facing the writers. They also consider
the extent to which the norms that the writers bring with them from
their educational backgrounds and own cultures are compromised in
order to succeed in the new educational settings.
eBook
The impact of ChatGPT on learners in English academic writing: opportunities and challenges in education
This study attempts to explore the impact of ChatGPT on EFL learners’ English writing and how this benefits from it. The three research objectives are to explore the reasons why EFL learners choose to use ChatGPT for their academic English writing, to examine how it affects EFL learners’ academic English writing and define the challenges and opportunities for EFL learners using ChatGPT as an academic English writing tool. This study employed semi-structured and open-ended interviews to collect qualitative data. By thematic analysis, we found that EFL learners use ChatGPT for their academic English writing as it is convenient and caters to their needs. It also assists them since it scaffolds literacy in terms of writing fluency, content, and knowledge. Challenges for learners include: 1) possible academic plagiarism and a lack of critical thinking due to their over-reliance on the information provided by ChatGPT; 2) bias in English academic writing from the English-dominant context and pressure to pay; 3) considering and scrutinizing the authenticity of information generated in academic contexts. With its ease of use and undeniable efficiency, ChatGPT has emerged as a revolutionary tool in the realm of language learning and academic writing. However, English learners should be cautious and reflect on using this AI tool, especially for academic writing purposes.
Journal Article
First-year students’ perceptions of factors affecting academic writing
BackgroundAn increasing number of students are entering universities in South Africa with inadequate academic writing proficiency, displaying unsatisfactory academic writing literacy levels. Therefore, many academic literacy researchers in South Africa have argued that poor academic writing proficiency is a direct result of poor academic performance, especially in academic assessments.ObjectivesThe current study focuses on possible factors affecting first-year students’ academic writing proficiency at an institution of higher learning.MethodThe study followed a qualitative research approach, and a case study research design was deemed relevant. This study employed focus group interviews, with each group consisting of five students (N = 25). Thematic analysis was used to analyse the collected data.ResultsThe study’s findings showed that switching from high schools to university writing can be difficult, particularly for students who must adapt to new requirements and expections.ConclusionThe study reveals that first-year students face significant challenges in academic writing due to limited preparation in high school. These difficulties emphasise the need for enhanced writing instruction and support to help students meet university-level expectations.ContributionThis study contributes to understanding the gap in academic writing preparation between high school and university, highlighting the specific challenges students face in academic writing. It also underscores the importance of targeted support to bridge this gap and enhance students’ academic writing proficiency.
Journal Article
Revise : the scholar-writer's essential guide to tweaking, editing, and perfecting your manuscript
Writing and revision are two different skills. Many scholar-writers have learned something about how to write, but fewer know how to read and revise their own writing, spot editorial issues, and transform a draft from passable to great. Drawing on before and after examples from more than a decade as a developmental editor of scholarly works, Pamela Haag tackles the most common challenges of scholarly writing. This book is packed with practical, user-friendly advice and is written with warmth, humor, sympathy, and flair. With an inspiring passion for natural language, Haag demonstrates how to reconcile clarity with intellectual complexity. Designed to be an in-the-trenches desktop reference, this indispensable resource can help scholars develop a productive self-editing habit, advise their graduate and other students on style, and, ultimately, get their work published and praised.
Book
Understanding Writing Transfer
While education is based on the broad assumption that what one learns here can transfer over there across critical transitions what do we really know about the transfer of knowledge?The question is all the more urgent at a time when there are pressures to unbundle higher education to target learning particular subjects and skills for occupational credentialing to the detriment of integrative education that enables students to make connections and integrate their knowledge, skills and habits of mind into a adaptable and critical stance toward the worldThis book the fruit of two-year multi-institutional studies by forty-five researchers from twenty-eight institutions in five countries identifies enabling practices for, and five essential principles about, writing transfer that should inform decision-making by all higher education stakeholders about how to generally promote the transfer of knowledge.This collection concisely summarizes what we know about writing transfer and explores the implications of writing transfer research for universities institutional decisions about writing across the curriculum requirements, general education programs, online and hybrid learning, outcomes assessment, writing-supported experiential learning, e-portfolios, first-year experiences, and other higher education initiatives. This volume makes writing transfer research accessible to administrators, faculty decision makers, and other stakeholders across the curriculum who have a vested interest in preparing students to succeed in their future writing tasks in academia, the workplace, and their civic lives, and offers a framework for addressing the tensions between competency-based education and the integration of knowledge so vital for our society.
eBook