Tutors’ and students’ perceptions of what makes a good undergraduate research paper

Yıldırım, Rana; İlin, Gülden

doi:10.1016/j.sbspro.2009.01.288

Cited by 4 publications

(4 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Latin American contexts have probably received less attention in the international sphere (but, for example, Hanauer & Englander, 2011), though national journals increasingly cover such topics. In the case of Colombia, various studies have treated topics related to argumentative and/or academic writing in English as an L+ (Cárdenas, 2003(Cárdenas, , 2014Castañeda, 2012;Chala Bejarano & Chapetón, 2013;Correa, 2010;Crawford, Mora Pablo, Lengelign, & Goodwin, 2013;Escobar Alméciga & Evans, 2014;Gómez, 2011;Janssen, Nausa, & Rico, 2012;Nanwani, 2009;Viáfara Gozález, 2008 (Casanave & Hubbard, 1992;Diab, 2005;Díaz Hormazábal, 2007;Hammann, 2005;Huang, 2010;Jenkins, Jordan, & Weiland, 1993;Leki, 1994;Matsuda, Saenkhum, & Accardi, 2013;Pérez-Llantada et al, 2011;Pittam, Elander, Lusher, Fox, & Payne, 2009;Shi & Cumming, 1995;Wan, 2014;Yildirim & Ilin, 2009). However, most of these have considered the cases of writers already immersed in training programs for academic writing or who at least have become aware of the need for such training due to professional demands.…”

Section: Previous Work On L2 Academic and Rhetorical Writingmentioning

confidence: 99%

“…Indeed, participants' world-views largely lacked an understanding that effective academic writing in either their L1 or their L+ has a principally rhetorical objective. This puts them fundamentally at odds with not only their instructors but evaluators and the global research community as a whole, in whose own world-views such understandings occupy a central place (Casanave & Hubbard, 1992;Cooper & Bikowski, 2007;Kaufhold, 2015;Leki, 1994;Viáfara González, 2008;Yildirim & Ilin, 2009). In other words, the problems that the participants had with regards to the writing tasks assigned by their instructors resulted principally from a clash of culturesthough given that the participants are implicitly seeking access and admission to the "alien culture" of academia, success in this endeavor implies that they must learn its ways.…”

Section: Participant Beliefs and Practices About Academic Writingmentioning

confidence: 99%

See 1 more Smart Citation

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Anderson

Medina

2019

Íkala

View full text Add to dashboard Cite

This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.

show abstract

Section: Previous Work On L2 Academic and Rhetorical Writingmentioning

confidence: 99%

Section: Participant Beliefs and Practices About Academic Writingmentioning

confidence: 99%

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Anderson

Medina

2019

Íkala

View full text Add to dashboard Cite

show abstract

“…contributing to scholarly discussions, and accumulating and developing the knowledge in the field. "Avoiding plagiarism" was also one of the concerns of the students in Yildirim's and Ilin's (2009) study on students' and tutors' views of good research papers. Breen and Maassen (2005) found that psychology students generally had an understanding of plagiarism, yet they were unable to define the finer aspects of ethical conduct versus plagiarism.…”

Section: Students' Conceptions Of the Ethics Of Academic Writingmentioning

confidence: 99%

“Does Plagiarism Mean anything? LOL.” Students’ Conceptions of Writing and Citing

Löfström

2011

J Acad Ethics

View full text Add to dashboard Cite

This study focuses on the intersection of research ethics and academic writing, i.e. the use of sources, assignment of credit to the contributors in the research, and the dissemination of research findings. The study utilized a set of semi-structured and open-ended questions. The sample consisted of 269 undergraduate (BA) and graduate (MA) students at a U.S. university department of psychology including major and non-major students. The data showed that although an overwhelming number of the students' examples related to ethical issues in citation dealt with plagiarism, a broad range of examples of other types of issues were also provided. Understandably, students tended to view the questions about both the assignment of credit to those involved in conducting the research and the dissemination of research findings from the research participant's perspective, which is more familiar to them than the researcher perspective. In order to help the students to expand their notions beyond the immediate own experience to a broader understanding for the ethical principles that ought to guide a researcher in his or her work, it is desirable that students be provided with opportunities to participate in authentic research projects. With a deeper understanding of the students' conceptions of ethics in research and academic writing, we can become more attuned to the common limitations and misconceptions that students harbor, and thus better equipped to support students in their learning process.

show abstract

“…According to Yildirim and Ilin (2009), the significance of UGR is well established since last twenty-five years. The period of UG level is a stage where the students are young and active.…”

Section: Introductionmentioning

confidence: 99%

Preferences for Developing Undergraduate Research in Pakistani Universities: Student Teachers’ Perspective

Faizi¹,

Hussain²

2017

Pak. j. educ.

View full text Add to dashboard Cite

Undergraduate Research (UGR) is an important component in the curriculum of good ranking universities at present. It encompasses a continuous process of research engagements during undergraduate studies. Involving undergraduate students in research helps in linking theory to practice, understanding research processes and determining career choices. However, promoting UGR in universities in Pakistan requires proper consideration and planning. This study was aimed at identifying research preferences of undergraduate students and improving UGR in Pakistani universities. As students are the most important stakeholder in UGR, the data were collected from 2168 undergraduate students randomly selected from four large universities in Rawalpindi-Islamabad. The research instrument used was a questionnaire developed, pilot tested and validated before its use in this study. The data were converted into percentages and crosstabs using SPSS to analyze data. We found that undergraduate students expressed strong preference for research involvement and were willing to work any part of the week for gaining research experience. The students preferred field research as compared to research in lab or desk work. The students’ views and preferences on crosstabs helped in devising strategies for improving UGR in universities in Pakistan.

show abstract

Tutors’ and students’ perceptions of what makes a good undergraduate research paper

Cited by 4 publications

References 18 publications

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

“Does Plagiarism Mean anything? LOL.” Students’ Conceptions of Writing and Citing

Preferences for Developing Undergraduate Research in Pakistani Universities: Student Teachers’ Perspective

Contact Info

Product

Resources

About