Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

Bair, Mary Antony; Mader, Cynthia E.

doi:10.53761/1.10.1.4

Cited by 7 publications

(3 citation statements)

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“…Writing effectively in the scientific field calls on a wide range of skills, one of which is thinking critically (Bair & Mader, 2013). As one of their qualities, an individual capable of critical thinking will make an effort to locate information and sources that they know they can trust to be true (Zuchdi, 2009;Munandar, 2012).…”

Section: Introductionmentioning

confidence: 99%

How Competence of Production, Attention, Retention, Motivation, and Innovation can Improve Students’ Scientific Writing Skills

Mulyaningsih

Rahmat

Maknun

et al. 2022

ijole

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This research aimed to prove the role of production, attention, retention, motivation, and innovation in students’ scientific writing skills at the Islamic Study College (PTAI) in Cirebon. This experimental research used a quasi-experimental design and a nonequivalent control group design. The experiment was conducted in two groups, experiment and control groups. The research samples included Lecturers from a public Islamic University. The experiment group samples were 38 students of the Philosophy of Religion Department. The control group consisted of 33 Islamic Guidance and Counseling Department students. The collection technique used was tested, comprised of a pretest and posttest. The two groups were given the same tests (pretest and posttest), and the results were compared. The instrument used in this research was a test. Validity determination for the scientific writing ability variable was not measured statistically but through construct validity. The reliability test resulted in a reliability coefficient from an assessor of 0.82, while all assessors' average rating reliability coefficient was 0.93. The normality test results on scientific writing ability data with the control class show Lo = 0.106 < Lt = 0.154. Meanwhile, the normality test on the experiment class’s scientific writing ability data results in a maximum Lo of 0.106 and Lt = 0.144. The balance test results show the score of tcount = 1.51 < ttable = 1.67. The data analysis with t independent test resulted in the score of tcount > ttable (10.45 > 1.65). This shows that the competence of production, attention, retention, motivation, and innovation can improve students’ scientific writing skills.

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Section: Introductionmentioning

confidence: 99%

How Competence of Production, Attention, Retention, Motivation, and Innovation can Improve Students’ Scientific Writing Skills

Mulyaningsih

Rahmat

Maknun

et al. 2022

ijole

View full text Add to dashboard Cite

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“…In academic writing, students are required to connect ideas, concepts, and theories using advanced skills and applying "depth and breadth" learning (Lavelle & Bushrow, 2007). Although it is often assumed that postgraduate students have acquired strong academic writing skills prior to matriculation (Plakhotnik & Rocco, 2016), studies have shown that these students lack necessary skills such as proposal writing (McCarthy & Dempsey, 2017), evaluating and citing source material (Walter & Stouck, 2020), writing effective literature reviews (Bair & Mader, 2013), synthesizing theories and scientific works (Walter & Stouck, 2020), and familiarity with scientific scholarly conventions (Jeyaraj, 2020). Furthermore, basic academic writing skills such as mechanics, clarity, structure, and paragraph-building have been identified as additional weaknesses among L2 postgraduates (Keong & Mussa, 2015;Mehar Singh, 2019).…”

Section: Literature Review Academic Writing In Postgraduate Studymentioning

confidence: 99%

“But They’re Grad Students, They Should Know This”: Preliminary Findings from a Writing Center’s Hybrid Approach to Supporting Postgraduates in Qatar

Newsome,

Mollazehi,

Zidani

et al. 2023

OLJ

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Postgraduate research plays an important role in the knowledge economy, yet attrition rates among postgraduates remain a global concern. Numerous studies have cited anxiety around academic writing as a primary cause for declining completion rates, particularly among L2 students. Further exacerbating the problem is the acceleration of academic life where students are often expected to publish multiple papers prior to graduation. Despite assumptions that L2 postgraduates matriculate with requisite English academic writing skills, countless studies suggest otherwise. Such students face significant challenges developing these skills and accessing relevant institutional support, which calls for innovative solutions. This mixed-method comparative study analyzes historical data to understand the impact of a writing center’s hybrid approach to supporting the development of English academic writing skills among L2 postgraduates. Findings reveal that postgraduate students require flexibility in accessing academic writing support and prefer online and distance options over traditional, in-person support. Additionally, findings indicate that program faculty are willing to collaborate with writing centers to support students’ academic writing through a hybrid approach. Study findings also suggest that participants from the hybrid approach are more likely to publish prior to graduation compared to those from the traditional approach. These findings offer important insight for higher education administrators, writing centers, faculty, and postgraduate students as the “onlining” of higher education accelerates in the post-COVID era.

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“…Academic writing is a general term that refers to the various forms and styles of rhetorical prose that are used for research communication in a variety of academic fields (Anderson & Cuesta-Medina, 2019) and widely identified as a crucial skill for students to improve their educational performance at university level (Sajid & Siddiqui, 2015). Thus, academic writing skills must be integrated throughout the graduate studies as a whole (Bair & Mader, 2013). For instance, academics write for a variety of reasons, extending from proposing new projects to sharing their research findings with larger academic community (Chakma et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Postgraduate Students Academic Writing Skills: The Needs for Supervision and Self-esteem

Ooi¹,

Hamzah²,

Thien³

2022

IJARPED

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The study aimed to understand how supervision and self-esteem influence academic writing skills among postgraduate students in Malaysian public universities. Academic writing skills of postgraduate students, particularly PhD students, are essential for them to conduct their research effectively due to the high demands placed on the quality of their study. It is beneficial to understand postgraduate students' self-esteem as well as their supervisor's support in order to boost their academic writing skills. A quantitative cross-sectional survey research design was used in this study. Data were gathered through the use of a survey questionnaire that was distributed to 171 postgraduate students (PhD students). Nonprobability sampling (convenient sampling) method was used to select the participants for this study. SPSS version 26 was used to analyse the data. An investigation of the relationship between supervision, self-esteem, and perceived academic writing skills was carried out using Pearson correlation analysis and linear regression. Both supervision and self-esteem were shown to have a moderate correlation with perceived academic writing skills. When compared to supervision, self-esteem is a slightly stronger factor for perceived academic writing skills. The implications of this study can provide direction to those involved in developing the most appropriate strategies to improve the writing skills of postgraduate students. Researchers suggested that more variables in the literature to be studied in future research, which could lead to a better result. Furthermore, future researchers can use a mixed methods approach to gain a deeper understanding of postgraduate students' conditions in order to boost their writing skills effectively.

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Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

Cited by 7 publications

References 0 publications

How Competence of Production, Attention, Retention, Motivation, and Innovation can Improve Students’ Scientific Writing Skills

How Competence of Production, Attention, Retention, Motivation, and Innovation can Improve Students’ Scientific Writing Skills

“But They’re Grad Students, They Should Know This”: Preliminary Findings from a Writing Center’s Hybrid Approach to Supporting Postgraduates in Qatar

Postgraduate Students Academic Writing Skills: The Needs for Supervision and Self-esteem

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