Teaching English Abstract Writing Effectively

Klímová, Blanka

doi:10.1016/j.sbspro.2015.04.113

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…Writing is one of the hardest skills to foster because it involves the concentration and distillation of various linguistic aptitudes such as grammar and vocabulary as well as having a decent imagination that allows an unconstructive flow of ideas. It is now considered an important skill in almost all domains (Klimova, 2015) as the world is becoming more technologically inclined and people often need to communicate with others who belong to different cultures. Students struggle with utilizing their acquired knowledge and using it in writing (Hyland, 2013).…”

Section: Introductionmentioning

confidence: 99%

Writing Through the 4Cs in the Content Areas – Integrating Creativity, Critical Thinking, Collaboration and Communication

Chidiac

Ajaka

2018

ESJ

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Writing is a complex process that involves a number of competences and a degree of imagination. It can be evolved by using the 4Cs in the content areas: integrating creativity, critical thinking, collaboration, and communication, all of which teachers have struggled to include as part of their curricula. These struggles are often caused by logistic and financial constraints. With the professional demand pressingly navigating towards technology, teachers can aid their students by applying solution amenable to immediate use, low cost and tolerates interdisciplinary implementation. The first step would be to abandon the conventional curricula that were taught before as most of the current students are at a whole new technological level. They can be replaced by more pertinent skills that cater to the artistic and professional outlooks of students. This will ultimately equip them to be able to meet the market standards and improve their vocational prospects.

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Section: Introductionmentioning

confidence: 99%

Writing Through the 4Cs in the Content Areas – Integrating Creativity, Critical Thinking, Collaboration and Communication

Chidiac

Ajaka

2018

ESJ

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“…Although a quick web search yields copious advice on writing abstracts, there is a lack of evidence-based educational advances focused on developing this skill. Recent studies have described approaches to teaching abstract composition, but the emphasis is on students for whom English is a second language ( 24 , 25 ). Thus, while previous studies address an important and unique set of pedagogical challenges, more efforts are needed to understand the generalizability of interventions for improving scientific abstract writing.…”

Section: Introductionmentioning

confidence: 99%

Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course

Christian

Kearns

2018

J Microbiol Biol Educ.

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Abstracts play the pivotal role of selling an article to a prospective reader, and for students, the ability to communicate science in concise written form may foster scientific thinking. However, students struggle with abstract composition, and we lack evidence-based educational innovations to help them develop this skill. We designed, implemented, and assessed an intervention for abstract composition with elements of scaffolding and transparency to ask whether deliberate practice improves concise scientific writing in early career undergraduate biology majors. We evaluated student performance by analyzing abstracts written before and after the intervention and by assessing pre- and posttest student concept maps. We found that scaffolded learning improved student abstract writing, with the greatest gains in students’ ability to describe the motivation for their work. Using a set of tested tools to teach scientific writing has important implications for strengthening students’ capacity to reinforce and synthesize content in the future, whether that is in laboratory course exercises, in independent research, or as a transferable skill to general critical thinking.

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“…It is worth investigating the effect of teaching writing and its effect on the improvement of learners in writing beside culturally specified aspects of language. Klimova (2015) studied the effect of teaching abstract writing on the improvement of academic writing of the students when they endeavor to write abstracts in English. Klimova (2015) believed that teaching academic students how to write abstracts would improve their efficiency in writing research paper abstracts.…”

Section: Introductionmentioning

confidence: 99%

“…Klimova (2015) studied the effect of teaching abstract writing on the improvement of academic writing of the students when they endeavor to write abstracts in English. Klimova (2015) believed that teaching academic students how to write abstracts would improve their efficiency in writing research paper abstracts. To this aim, the students were taught through various methods and strategies and also the researcher provided a video containing the guidelines to writing academic abstracts.…”

Section: Introductionmentioning

confidence: 99%

“…To this aim, the students were taught through various methods and strategies and also the researcher provided a video containing the guidelines to writing academic abstracts. Klimova (2015) concluded that teaching academic writing was not an easy process to undergo, the learners were believed to have to acquire profound knowledge of general English knowledge, therefore, the learners were needed to improve their general English in advance in order to be prepared for writing an academic and acceptable abstract. Ketabi (2015) investigated the effects of assessing writing through various methods among Iranian EFL teachers on the improvement of writing.…”

Section: Introductionmentioning

confidence: 99%

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The effect of product-based and process-based teaching on writing efficiency of Iranian EFL learners

Jouzdani¹,

Biria²,

Mohammadi³

2016

IJRSLL

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Writing in English has been a major topic of interest for the researchers in the last decade.Learners, who are learning English as a foreign language have always tackled with the problem of writing. There have been many investigations conducted in this regard, all of which proposed various solutions to this problem. In the present study it was endeavored to investigate whether teaching based on product and process writing can affect the performance and efficiency of Iranian EFL learners in writing. In order to achieve this goal, a group of intermediate and teenage learners were instructed based on product and process orientation to writing and the writing assignments in each group were corrected and an inter-rater rating system was used through which the assignments were corrected by two rates, who were experienced EFL teachers, as the last phase of the study a retrospective think-aloud procedure was conducted and the learners provided their opinion on the product and process writing. The results proved that the scores of the writing assignments based on process writing were higher than those of product-writing, therefore it was concluded that process-based teaching of writing had positive effects on improving the writing efficiency of learners.

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Teaching English Abstract Writing Effectively

Cited by 9 publications

References 2 publications

Writing Through the 4Cs in the Content Areas – Integrating Creativity, Critical Thinking, Collaboration and Communication

Writing Through the 4Cs in the Content Areas – Integrating Creativity, Critical Thinking, Collaboration and Communication

Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course

The effect of product-based and process-based teaching on writing efficiency of Iranian EFL learners

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