What our students tell us: Perceptions of three multilingual students on their academic writing in first year

Morton, Janne; Storch, Neomy; Thompson, Celia

doi:10.1016/j.jslw.2015.06.007

Cited by 42 publications

(21 citation statements)

References 28 publications

(40 reference statements)

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“…the students saw the development of their writing as being related to interpersonal relations in the writing process, including but not limited to socioacademic relations. The students' perceptions are consistent with the findings of Lahn (2011) and Morton, Storch, and Thompson (2015), who emphasise the social nature of academic literacy, including a transition from individual to collective participation. Louise stands out from the other students by positioning herself as a writing person, including her perception of herself as someone who takes on responsibility to explain things in writing to others.…”

Section: The Results In the Light Of Previous Researchsupporting

confidence: 86%

ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”

Erixon

Arreman

2018

Scandinavian Journal of Educational Research

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In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students' writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.

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Section: The Results In the Light Of Previous Researchsupporting

confidence: 86%

ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”

Erixon

Arreman

2018

Scandinavian Journal of Educational Research

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“…In writing, specifically manuscript writing, it is ordinary activities for those who already have experience, but it is not an easy task for those who have limited experience in writing manuscripts (Ho, 2017). In general, about writing skills, NS has a challenge in writing, it will be more perceived by NNS (Morton et al, 2015). Finally, to improve writing skills, academics should also extend the scope of research as well as their writing skills (Ho, 2017).…”

Section: Introductionmentioning

confidence: 99%

Energizing Students’ Academic Writing Competence through Research Group Activity (A Supervisor Intervention)

Prihandoko

2019

IJMMU

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The outcome of having a manuscript published in reputable international journals leads students to various challenges. The supervisor has an essential role in succeeding students to achieve this goal. This study aims to determine the position of the supervisor in guiding students to have a publication in reputable international journals by research group activity. This study focuses on retrieving data from three non-native speakers (NNS) supervisors who guide graduate students majoring in chemistry who have manuscripts published in reputable international journals. Data obtained by interview method. This research uses the qualitative approach with descriptive analysis. Based on the data collected, the mentor has a crucial role in succeeding the students to have reputable international manuscript publications. Interventions conducted by supervisor varied from the selection of a title to the choice of journal publisher.

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“…(cf. Morton, Storch, & Thompson, 2015) However, considering the variability observed among the current crop of language studies candidates, also attested by this study, the above-mentioned gap needs bridging to varying extents with individual students. Opting for "the middle ground" in the choice of class content hardly satisfies more advanced students and still places too heavy demands on the weaker ones, and therefore some individualization of instruction is inevitable.…”

Section: Discussionmentioning

confidence: 71%

Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course

Trepczyńska

2019

lsmll

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<p>Academic courses aim to develop kinds of literacy that are significantly different from what students know from other contexts. Mastering ways of constructing knowledge in scholarly disciplines in a foreign language poses a considerable challenge, not only for the uninitiated. The challenge is none the less small for English for Academic Purposes (EAP) writing instructors as the currently observed diversity of student populations in master’s programs compels them to revise some of their long-standing assumptions and practices. The article reports on a study aiming to compare MA seminar teachers’ and beginner MA students’ perceptions of writing needs and an EAP course expectations and<br />suggests how the responses can be used constructively in writing pedagogy.</p>

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What our students tell us: Perceptions of three multilingual students on their academic writing in first year

Cited by 42 publications

References 28 publications

ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”

ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”

Energizing Students’ Academic Writing Competence through Research Group Activity (A Supervisor Intervention)

Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course

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