These undergraduates in National Taiwan University have three main targets to apply for admission: the US universities, the European universities, and the Japanese universities.
Why Thesis Statements Are Important for Kids
In this case, the students are facing a specific yet imaginary audience in the admissions committee Posselt, Geographically and culturally far away from these groups of audience, students have to figure out and rely on a certain rubric to get their research ideas and study plans effectively across to their readers. An effective mode of intercultural communication through academic writing is thus urgently needed. The preliminary results show that the subjects in this study i.
In the age of cloud computing and machine learning, innovative writing technologies appear to offer promising new ways of influencing thought processes and higher-order cognition of writers. These new tools support writers by helping them manage the complex interrelation between thinking, language use, communication, and text production. We will offer a short synopsis of the principal technological solutions and picture what their pedagogical impact on the teaching and learning of writing might be.
Then, we will give three different examples of how new tools try to support the thinking behind writing. Interest in and opportunities for undergraduate research UGR have increased in recent years Gustafson and Cureton, due to increased interest in problem-posing education Brown and Walter ; Elder , experiential learning Kolb, ; Savery, , and the desire for universities to prepare students for post-secondary careers Yaffe, Bender, Sechrest, Additional research outlines academic benefits of UGR; students improve research, writing, and public speaking skills Lumpkin, , in addition to personal development and professional development Salsman, et al, Speaker 1, a writing professor with extensive UGR experience, will briefly speak to the challenges and benefits of UGR initiatives in her classroom.
This workshop encourages participants to exchange knowledge and share personal experiences through a variety of organized activities to the following questions:. Activity: Conduct introductory Kahoot survey to start discussion. Activity: Create a mind map of key terms and ideas related to undergraduate research. How do they relate to ideas of genre and discourse? Activity: In small groups with participants from different universities, discuss and create a master list of specific ways to approach UGR at your university. A significant process expected of students at the Royal College of Art is the development of their position as artists and designers: to situate themselves in their practice and articulate this developmental process.
Tutors have expressed difficulty in demonstrating the critical complexity of identity negotiation as students from diverse cultural backgrounds and varied undergraduate experiences are required to move beyond outcome and production of work towards identity formation at a level of increased abstraction. With these responses we are creating pedagogical tools to support and scaffold tacit knowledge of discipline ontologies. We are developing systems of thinking through writing in cycles of comprehension, reflection, dialogue and transformation so that the skills of creative processes are combined with critical engagement and interrogation as identity is formed.
The aim of this talk is to share the pedagogic tools for addressing this process and consider the role of writing support in scaffolding the transformational process. The barriers to membership in a discipline are staggering for most students, and disciplinary mysteries are compounded for students who also are required to do this in English, which may be a second, third, or even fourth language.
Presenters will then invite participants to construct second iterations that they might locate in the disciplines and languages within which they work. Students asked professors what they write, with whom, and how, as well as how they learned to do it. As they plunged into their disciplinary discourses, students not only began to see genres and conventions more clearly but also discovered the links between fields notes and published research or whiteboard sketches and AI programs. This early investigation led to course projects in which students wrote proposals for their own research.
Faculty sponsors reported that these projects raised their own awareness about how they learned to write professionally and what they might do to ease discourse acquisition by making it more transparent for their students, and writing faculty gained perspectives helping them shift the course from generic academic writing in English to writing like biologists, artists, or engineers.
According to the research data in the article on acquisition of transferable skills at National University of Science and Technology NUST MISiS Rossikhina, Ermakova, the English language course has the leading position in the development of writing skills, public speaking and team work. By classifying these skills under the term of transfer we adhere to Chadha , p. The course of academic writing for engineering students majoring in IT, Management, Eco Technology and Material Science aims at exploring writing from reading based on the above-mentioned majors.
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To provide for the development of critical thinking skills and enhance students reading ability, we have incorporated the scheme of work developed by Sharon Hannigan The themes common for all majors of the academic year were Electric Cars, Biocompatible Materials, and Artificial Intelligence. Students live through four key stages. In-class students receive articles preselected by a group of EAP teachers and do some initial reading tasks suggested by Carillo The tasks aim at boosting thinking process about the potential problem that is to be solved.
Then, students go online and search for more information, which they evaluate in terms of its relevance to the research question.
They exercise extensive reading, reading for details and critical thinking skills. Being back in class students discuss the findings in teams of three.
They finalize the problem, work out solutions and evaluate them. Students work collaboratively on the tasks. The final assignment is a report, where students take responsibility for one of the components of the critical thinking engine, i.
This scheme of work allows for extensive reading practice of authentic sources, having in focus writing skills and teamwork. Selecting readings for academic writing courses that help students negotiate disciplinary pathways while constructing their own scholarly identities is an ongoing challenge. Academic scholarship that is not textbook-based can be difficult to process, especially for many first-year tertiary students. The challenge intensifies with writing across the curriculum WAC courses serving the needs of numerous disciplines.
Yet too hasty an immersion in scholarly research risks obstructing, rather than establishing, student identity and voice in writing, since academic prose and writing style can seem remote and inaccessible for these students. Until recently cf. To advance a WAC-based learning community that fosters student identity construction, we employ readings that provide multiple points of entry for students through consideration of culture, gender, disciplinary, and societal issues and arguments.
Students first explore nonfiction texts that demonstrate how academics negotiate and establish identity in their writing. This work provides the foundation for longer research arguments engaging with multiple academic articles and other texts.
- 1 Introduction.
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A distinct characteristic of our approach involves both nonfiction and scholarly readings that include writers from our university. This praxis introduces students to academics through connections to their research. The power of genre analysis to foster graduate students' awareness of genre convention and context-related variation Cheng, is well established. Nonetheless, concerns remain that the approach risks promoting rhetorical 'painting by numbers', in which writers glumly surrender their creativity and authorial voice to the demands of their genre.
Thus, recent reappraisals of genre pedagogy encourage fostering innovation, play and challenge to convention in academic writing e. Tardy, In this paper, we show that ESP-based pedagogy can promote a sense of playfulness with genre, or at the very least, some pleasure in the enhanced sense of control over genre convention.
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Data is derived from interviews with 24 doctoral students in the hard sciences over a two-year period. Transcripts were analysed using a cross-comparative method to extract comments indexing enjoyment, fun, and deliberate author choices that challenge convention. The findings reveal students' appreciation of the sense of control derived from knowledge of typical rhetorical structures and recurrent linguistic forms, which affords them both confidence in their writing and an appreciation of the variation found within genres.
Further, students reported making rhetorical choices based on their own stylistic preferences, a desire to engage their readers, the "fun" derived from experimentation, and the creation of a personal voice. Our paper thus shows how doctoral students in the sciences can use their developed rhetorical consciousness metacognitively to trouble, bend, critique and innovate their genres.
Better Thesis Statements
Tardy, C. Beyond convention: Genre innovation in academic writing. At our university, we have developed a course to support the writing skills of L2 English PhD students by placing them into small discipline-specific writing groups where they periodically give and receive written feedback on their drafts. In this process, the authors submit their draft with a cover letter for review by the other group members. A face-to-face group meeting then follows. Finally, the authors decide whether or not to implement the reviewers' comments. This process repeats itself cyclically on different segments of the author's draft over one semester.
Thus, the student plays two distinct roles within this process: 1 student as author feedback recipient , and 2 student as reviewer. This presentation describes a process model of the peer feedback process based upon Flower and Hayes's cognitive writing process model. The present ethnographic case-study identifies how affective variables e.
The framework of the model has been developed from Garrison et al. One central question of this study is: is the placement of a thesis statement at the beginning of an essay a cultural marker? While L2 research on this topic is thin to non-existent, attitudes in Norway seem divided on the importance of stating an argument up front. Meanwhile, research on English L1 academic practice demonstrates thesis statements are expected, but not always delivered. Using student essays from five years of post-secondary literary and cultural studies in English, this paper shows that Norwegian bachelor students neglect more than half of the time to include thesis statements in the introductory section of essays.
To address this ambiguity, this article combines the above-mentioned, new quantitative results with qualitative surveys of EFL teachers in years , as well as of teachers of English at the University level. This data will be analyzed to show how thesis statement creation and placement gets taught. By mapping strategies for teaching thesis statements' role in effective essay writing, I hope to spark disciplinary discussion of where approaches might most need adjustment.
The results should bring new knowledge to the field not only of writing instruction, but also of intercultural competence: my hypothesis is that Norwegian teachers view thesis statements with caution if not trepidation or incomplete information, preferring a more circumspect organizational approach. Due to globalisation and the movement of people across borders and countries there has been a rise in the number of people choosing to educate their children outside of their passport country. These students have experienced multinational and often multilingual education in a wide variety of educational contexts.
To date, a fairly large amount of research has been conducted into the identity issues experienced by this cultural group. Data collection was performed using a detailed questionnaire, an extended interview of around fifteen minutes and the analysis of teacher feedback for various scientific assignments. The findings illustrate that the two cohorts converge on self-efficacy towards various academic written tasks and highlight that both groups experienced difficulty with applying academic language in spoken contexts.
The ATCK cohort showed better understanding of understanding and using various academic genres as they often adhere to anglophone cultural norms. The Surrey Undergraduate Research Journal SURJ is a collaborative project that supports undergraduate students in publishing their work on an open-access platform.
It also gives PhD students an opportunity to act as peer reviewers or copy-editors for undergraduate submissions. The Journal was established as an innovative response to the need for more authentic approaches to writing skills development by giving students an opportunity to experience the publication process, share their research with the wider world and enhance their writing through communicating their academic work to a broader audience.
The study adopted the broad definition of voice by Hewings, Lillis and Mayor , p.
The study used semi-structured on-line interviews with five alumni who had published in SURJ during their undergraduate studies. The paper discusses the implications of this study and provides some recommendations for those who are considering setting up similar initiatives. This paper reports on an ongoing, longitudinal research project with an undergraduate history student in the UK.
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There is a literature of qualitative, often ethnographic, or semi-ethnographic, research into students as writers e. Notwithstanding some notable exceptions e. Seror , Stapleton , more recent qualitative-rich research — research that might capture the plugged-in, digital nature of much student writing — has been thin on the ground. And yet we know or think we know that in the epistemologically uncertain world of Google, fake news, and cut-and-paste, student composition practices have changed.
Part of the aim of this long-term project is to ascertain the extent to which this is actually the case.