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Academic Writing - Crossref

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Last Updated: 10 November 2022

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A University Writing Proofreading Coaching Plan Using the Basic Academic Ability Reinforcement Program

This investigation was conducted to determine the role of convergence writing TA and a strategy to use correctional assistance, which is part of the basic academic ability improvement service for first-year freshmen at Y University in Gyeongbuk. The correction feedback, the outline writing in the pre-writing stage, and the editing of write a paragraph, two paragraphs, write two paragraphs, and a piece of writing were all carried out step by step. Learners also rated the correctional guidance service positively, according to the study.

Source link: https://doi.org/10.33645/cnc.2022.9.44.9.233


The Launch of a Joint Library/Writing Centre Online Course on Academic Integrity

Objective u2013 To outline the joint development of an online course addressing academic credibility by a university's library system and writing center, as well as the University's library system and writing center. Methods u2013 Oakland University Libraries and the Writing Center began to collaborate on the design of a new online course on academic responsibility in 2011. An existing online library tutorial on plagiarism no longer fulfilled student and faculty's needs. The Association of College and Research Libraries' (u2019 Information Literacy Competency Standards for Higher Education, as well as a analysis of undergraduate use of sources in their academic writing across various colleges revealed the course's development. Moodle, the institution's learning management system, was used to create the learning object. Main Results UE Libraries and the Writing Centre introduced the six-part online course titled "U201cUsing and Citing Sources" in January 2012. The final module provided students with a chance to practice lessons learned in the first five modules. The LMS was used to design and host the tutorial, but it gave developers the opportunity to develop additional course functionality without labor-intensive coding. It also permitted Writing Centre workers to access studentu2019 performance data on the modules prior to their appointments, which was also provided to Writing Centre staff. The course's success was due to the time and resources invested by using the university's existing LMS to produce interactive materials, as well as the emphasis on providing students with opportunities for active learning within the curriculum.

Source link: https://doi.org/10.18438/b8b619


Factors Influencing Academic Writing Behaviour Among Undergraduates

Writing is a vital skill for university students to thrive in the burgeoning content-driven era. However, some students are believed to be intimidated by writing as a result of their academic success, influencing their participation in writing activities. Students also rarely promote writing style, which results in unsatisfactory written work. Randomly using a Google Form link, a 43-item questionnaire was distributed to 84 undergraduate students at a public university in various fields of study. According to Section A of the questionnaire, the students'u2019 demographic profile is sought for responses on their psychological stability, confidence, and attitudes, respectively. The results show that confidence and attitude factors have a significant correlation with the students' u2019 writing habits, but there was no correlation between psychological state factors and writing behavior.

Source link: https://doi.org/10.5296/ijele.v10i2.20453


A Study on the Effect of Growth Mindset and Writing Motivation on Self-directed Learning Ability of College Students: Focusing on the mediating effect of academic self-efficacy

Objectives The purpose of this report was to investigate the effect of college students' growth mindset and writing support on self-directed learning skills was investigated, as well as how academic self-confidence was measured in a mediating role. Second, it was discovered that there was a partial mediating link between growth mindset and self-directed learning capability, writing encouragement, and self-directed learning skills in the relation between growth mindset and self-directed learning capability, writing motivation, and self-directed learning capabilities in the context of self-directed learning ability, as well as self-directed learning ability. Conclusions Based on the above findings, it was revealed that growth mindset and writing encouragement were statistically significant to college students' academic self-confidence and self-directed learning skills, and that it was imperative to pay closer attention to writing instruction's growth mindset, writing motivation, and academic self-efficacy.

Source link: https://doi.org/10.22251/jlcci.2022.22.20.521


Is There a Place for Cross-cultural Contastive Rhetoric in English Academic Writing Courses?

Two 501-level classes were recruited to participate in this research: One class received CCCR training and participated in CCCR discussions, and the other class did not receive CCCR information and discussion; the other class did not receive CCCR instruction or discussions. In their L1s, students who received CCCR instructions and participated in CCCR discussions demonstrated more active use of connectives, showed increased awareness of the similarities and differences between English academic writing academic writing in their L1s, according to the results.

Source link: https://doi.org/10.5565/rev/jtl3.645


Lexical bundles in learner and expert academic writing

This paper examines the use of LBs in a learner corpus of bachelor dissertations written in English by Spanish L1 students in linguistics and medicine, comparing it to published research papers in the same fields. The results show that LBs are used across disciplines, genres, and sections, indicating pedagogical implications for the inclusion of LBs in the L2 writing curriculum.

Source link: https://doi.org/10.5565/rev/jtl3.794


Saudi Graduate Students’ Perceptions Toward Automated Writing Feedback for Improving Academic Writing

Automated writing feedback refers to computer immediate feedback that can be edited or enhanced text. The current research discusses graduate students' views of automated writing feedback as a way to raise their academic writing. The data collection device for data collection is a 13-item questionnaire. The findings of this research may show that additional research on automated writing feedback in one specific writing area, such as organization, content, coherence, unity, or style, could help clarify the benefits of doing more.

Source link: https://doi.org/10.5539/ijel.v12n6p48


RETHINKING ACADEMIC ESSAY WRITING: SELECTED GENRES IN COMPARISON

This exploratory paper is looking at how three favored genres of academic writing differ from each other. The writer argues that opinion genre is less effective in persuading readers, and argumentative is persuasive in assuring readers, though general discussion is not affected by the argument. The argument is that each genre has its own place to please readers, and each of which indicates the level of ego and sophisticated counterback to the claim, as well as example.

Source link: https://doi.org/10.24127/pj.v6i2.1052

* Please keep in mind that all text is summarized by machine, we do not bear any responsibility, and you should always check original source before taking any actions

* Please keep in mind that all text is summarized by machine, we do not bear any responsibility, and you should always check original source before taking any actions