Developing academic writing skills: the process framework

Lloyd, Marjorie

doi:10.7748/ns.21.40.50.s55

Cited by 10 publications

(8 citation statements)

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“…For example, one student claimed he had problems with "Finding or making argument concerning the topic" (Sammy) while another student commented that his problem was "where to start, when the topic is there do I start with yes, no I agree or disagree" (Lesiba). This finding supports Yong's (2010) and Adams ' (2008) assertions that students have negative perceptions regarding argumentation and that argumentation is an important skill for both undergraduate and postgraduate experience for ESL students (Lloyd 2007). These responses indicate that ESL practitioners should incorporate this aspect in their pedagogy.…”

Section: You Get More Ideas On Different Forms Of Writing" (Martin) supporting

confidence: 82%

Academic Writing in an ODL Context: Perceptions and Experiences of First Year University Students

Chokwe

2013

MJSS

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Section: You Get More Ideas On Different Forms Of Writing" (Martin) supporting

confidence: 82%

Academic Writing in an ODL Context: Perceptions and Experiences of First Year University Students

Chokwe

2013

MJSS

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“…Students clearly indicate that grammar -spelling in particular-is a great challenge to them (Lloyd, 2007). They would like to have all their mistakes highlighted so that they will be able to correct them (Radecki & Swales, 1988).…”

Section: Students' Responses On Feedbackmentioning

confidence: 99%

Students’ and tutors’ perceptions of feedback on academic essays in an open and distance learning context

Chokwe

2015

Open Praxis

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Feedback is the most important aspect of the learning and teaching process. Through feedback, tutors/ lecturers provide an important intervention in teaching as students would always like to know where they did right or wrong in their written assessed work. Without feedback, learning is not complete. This article reports on the results of a major study on academic writing of first year English Second Language university students in open and distance learning context. The study probed both students' perceptions and tutors' practices in the provision of giving feedback. Marked students' assignments were evaluated using document analysis method and interviews were held with students and tutors. The findings show that feedback provided to students is not always sufficient and therefore denying students' opportunities to learn effectively as they would not know their weak and strong points.

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Section: Students' Responses On Feedbackmentioning

confidence: 99%