Education Commons^™

Retórica Intercultural En El Discurso Académico Universitario: Las Funciones Retóricas De La Citación En Los Trabajos De Fin De Máster Escritos En Español Y En Inglés Por Hablantes Nativos Y No Nativos, David Sanchez-Jimenez

Publications and Research

This research derives from the interest in learning the cultural differences in citation practices in the academic genre of Master's thesis of native Spanish (Ee), non-native Filipino writers of Spanish (Fe), native Filipino writers of English (Fi), and American writers of English. A total of thirty-two (32) master´s theses – eight (8) for each group – were analyzed. A quantitative and qualitative methodology was used to study this phenomenon based on the computerized textual analysis of the rhetorical function of citations arranged in typological classification that modified the outline proposed by Petrić in his 2007 article. The results obtained from …

Processes: Writing Across Academic Careers, Christoper Iverson, Dan Ehrenfeld

Milne Open Textbooks

Processes: Writing Across Academic Careers is an edited collection showcasing the diversity of writing processes, styles, and formats in academia. Students, faculty, and staff share both published and unpublished work and reflect on their writing process as well as writing in their fields and disciplines. This book shows that, while writing looks and functions differently in different disciplines, college communities center on writing.

The text’s sections feature compositions from nursing, STEM and health sciences, education, and history and culture. The examples include reflections on the role of writing in one’s academic career, examples of professional writing in the sciences, research …

Engl 110 (College Writing I): Controversy In Literature, Language, And Literacy, D. Salazar Monarrez

Open Educational Resources

No abstract provided.

Generic Expectations In First Year Writing: Teaching Metadiscoursal Reflection And Revision Strategies For Increased Generic Uptake Of Academic Writing, Kaelah Rose Scheff

USF Tampa Graduate Theses and Dissertations

This thesis examines how student uptake of academic genres in First Year Writing (FYW) are challenged by the concept of writing expectations. Previous research on uptake has focused on uptake between genres with little attention to the role of writing expectations on the event of uptake or how to translate these expectations to students pedagogically. Identifying pedagogical uptake strategies for students to use across academic genres provides instructors with insight into student challenges in FYW and strategies for students to understand their own writing on a metacognitive level by assessing writing expectations. My thesis investigates uptake of academic writing in …

Treating The Writing Trauma : Managing Anxiety And Promoting Transfer Among Adult Learners With Workplace Writing Pedagogies, Jamie Ann Frankenfield

Legacy Theses & Dissertations (2009 - 2024)

Jamie Frankenfield: Treating the Writing Trauma: Managing anxiety and Promoting Transfer

Community, Identity, And Transition: Student Veterans And Academic Writing At The Two-Year College, Mark Edward Blaauw-Hara

English Theses & Dissertations

Higher education is experiencing an almost unprecedented influx of student veterans. However, research is sparse on their transition to college, and, in particular, their experiences with college writing. Additionally, current scholarship focuses mainly on veterans at four-year schools. This dissertation describes six student veterans’ transitions to academic writing at the community college. Based on a case-study approach, the study seeks to identify key themes in student veterans’ experiences with learning and writing in the military and compare them to their experiences learning and writing in college. In addition to locating areas of disconnect, the study highlights typical strengths student veterans …

Writing Program Design For Esl Writers, Kacie M. Kiser

English Theses & Dissertations

Research and scholarship in the field of second-language writing have suggested that English as second language students (ESLs) require different modes of instruction than their native English speaking peers within the composition classroom (Matsuda, 1996; Silva, 1994). Yet ESL students are commonly marginalized in institutions' writing programs due to several commonplace beliefs shared by administrators that ESL students can be taught according to the same standards as mainstream students. Therefore, writing program administrators and instructors often do not have specific knowledge of ESL writing issues and, thus, do not know how to pedagogically accommodate these students or design a program …