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Teaching Academic Writing in European Higher Education

Teaching Academic Writing in European Higher Education Author Lennart Björk
ISBN-10 9780306481956
Release 2006-04-18
Pages 234
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This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.

Teaching Academic Writing in UK Higher Education

Teaching Academic Writing in UK Higher Education Author Lisa Ganobcsik-Williams
ISBN-10 9780230208582
Release 2006-06-04
Pages 272
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Academic Writing is emerging as a distinct subject for teaching and research in higher education in the UK and elsewhere. Teaching Academic Writing in UK Higher Education introduces this growing field and provides a resource for university teachers, researchers and administrators interested in developing students' writing.

Rethinking Academic Writing Pedagogy for the European University

Rethinking Academic Writing Pedagogy for the European University Author Ruth Breeze
ISBN-10 904203520X
Release 2012-01-01
Pages 180
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All over Europe, universities are moving over to English as the language of instruction. This development has been accelerated by global forces, and its pedagogical consequences have yet to be fully explored. This book examines this situation from the point of view of students and teachers, focusing particularly on the acquisition of English language writing skills in European university contexts. It takes an academic approach, and is firmly grounded in the bibliography on teaching academic writing to second language users in English-speaking countries, as well as in the bibliography on teaching English in Europe in higher education. In addition to providing sound pedagogical guidelines, it also brings together the most recent critiques of current practice and an overview of the innovative approaches devised in the last ten years. This is a book for all those who are involved in the changing European university scenario: English teachers and writing instructors, lecturers faced with the challenge of teaching their courses in English, university administrators and decision-makers.

Academics Engaging with Student Writing

Academics Engaging with Student Writing Author Jackie Tuck
ISBN-10 9781317358916
Release 2017-07-14
Pages 214
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Student writing has long been viewed as a problem in higher education in the UK. Moreover, the sector has consistently performed poorly in the National Student Survey with regard to assessment and feedback. Academics Engaging with Student Writing tackles these major issues from a new and unique angle, exploring the real-life experiences of academic teachers from different institutions as they set, support, read, respond to and assess assignments undertaken by undergraduate students. Incorporating evidence from post-1992 universities, Oxbridge, members of the Russell Group and others, this book examines working practices around student writing within the context of an increasingly market-oriented mass higher education system. Presenting a wealth of relevant examples from disciplines as diverse as History and Sports Science, Tuck makes extensive use of interviews, observations, texts and audio recordings in order to explore the perspectives of academic teachers who work with student writers and their texts. This book will be of interest to researchers, academics and postgraduate students in the fields of academic literacies, higher education, language and literacy, language in higher education, English for academic purposes and assessment. Furthermore, academic teachers with experience of this crucial aspect of academic labour will welcome Tuck’s pioneering work as an indispensable tool for making sense of their own engagement with student writers.

ESP in European Higher Education

ESP in European Higher Education Author Inmaculada Fortanet-Gómez
ISBN-10 9789027291165
Release 2008-07-09
Pages 285
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The Bologna Reform has been implemented in a large part of the European Union and it is time to take a short pause to reflect over some of the lessons learned up to now. The aim of this book is to share experiences and reflections on English for Specific Purposes pedagogy in Western European higher education. Taking as a starting point the development of the EU policies during the past couple of decades and their national implementations, the chapters in this book provide various perspectives, both theoretical and practical, on the ways in which the reform has been implemented and its effects on the teaching of ESP. Experiences of developing programmes and courses incorporating Content and Language Integrated Learning and Autonomous and Lifelong Learning are described, as well as Problem-Based Learning and Process-Genre Pedagogies. The book also includes chapters on the crucial, but often neglected issue of teacher support in meeting the challenges of teaching content through the medium of English.

The RoutledgeFalmer Reader in Higher Education

The RoutledgeFalmer Reader in Higher Education Author Malcolm Tight
ISBN-10 0415327644
Release 2004
Pages 318
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The RoutledgeFalmer Reader in Higher Education provides a balanced selection of the last few years' writing on the topic, offering anyone with an interest in higher education an essential reference work. The editor uses his experience to present a range of articles illustrating the variety of methodological approaches and theoretical frameworks that have been applied to the study of higher education. Journal articles from Europe, Australia and Asia cover the following key themes: teaching and learning course design student experience quality system policy institutional management academic writing knowledge. This ground-breaking Reader reflects the range of perspectives that contribute to higher education research. It aims to support the growth of higher education as an emerging field of study.

Persons in Process

Persons in Process Author Anne Herrington
ISBN-10 0814135129
Release 2000
Pages 434
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Persons in Process has been writing in one form or another for most of life. You can find so many inspiration from Persons in Process also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Persons in Process book for free.

Writing in the Disciplines

Writing in the Disciplines Author Mary Deane
ISBN-10 9780230345768
Release 2011-08-23
Pages 304
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'Writing in the Disciplines' (WiD) is a growing field in which discipline-based academics, writing developers, and learning technologists collaborate to help students succeed as subject specialists. This book places WiD in its theoretical and cultural contexts and reports on initiatives taking place at a range of UK higher education institutions. Also includes surveys of current developments and scholarship in the US, Australia, Europe and elsewhere, making it of interest to both a UK and an international audience.

Learning Development in Higher Education

Learning Development in Higher Education Author Peter Hartley
ISBN-10 9780230365049
Release 2010-11-17
Pages 288
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This book shows how Learning Development enhances the student experience and promotes active engagement. Written by staff from the UK's largest collaborative Centre for Excellence in Teaching and Learning (CETL), the book includes important insights for everyone interested in supporting student retention, progression and success.

University Writing

University Writing Author Montserrat Castelló
ISBN-10 9781780523866
Release 2012
Pages 303
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University Writing: Selves and Texts in Academic Societies examines new trends in the different theoretical perspectives (cognitive, social and cultural) and derived practices in the activity of writing in higher education. These perspectives are analyzed on the basis of their conceptualization of the object –academic and scientific writing; of the writers—their identities, attitudes and perspectives, be it students, teachers or researchers; and of the derived instructional practices - the ways in which the teaching-learning situations may be organized. The volume samples writing research traditions and perspectives both in Europe and the United States, working on their situated nature and avoiding easy or superficial comparisons in order to enlarge our understanding of common problems and some emerging possibilities. In addition, the volume promotes a dialogue between these perspectives and traditions and, by addressing the identified needs and unsolved questions, bridges gaps and move forward in our knowledge regarding academic writing activities in higher education settings. University Writing: Selves and Texts in Academic Societies is addressed to researchers, advanced students and those academics interested in learning about European and North-American writing research traditions in dialogue and about how to take the individual and social perspectives in writing into account.

Academic Biliteracies

Academic Biliteracies Author Dr. David M. Palfreyman
ISBN-10 9781783097432
Release 2017-03-02
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Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content – whether in reading, discussing or writing – and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners and students of multilingual higher education and academic literacy.

Assessing English Proficiency for University Study

Assessing English Proficiency for University Study Author J. Read
ISBN-10 9781137315694
Release 2015-01-27
Pages 252
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This book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.

Academic Writing Philosophy and Genre

Academic Writing  Philosophy and Genre Author Michael A. Peters
ISBN-10 9781405194006
Release 2009-06-02
Pages 128
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This book investigates how philosophical texts display a variety of literary forms and explores philosophical writing and the relation of philosophy to literature and reading. Discusses the many different philosophical genres that have developed, among them letters, the treatise, the confession, the meditation, the allegory, the essay, the soliloquy, the symposium, the consolation, the commentary, the disputation, and the dialogue Shows how these forms of philosophy have conditioned and become the basis of academic writing (and assessment) within both the university and higher education more generally Explores questions of philosophical writing and the relation of philosophy to literature and reading

International Students Negotiating Higher Education

International Students Negotiating Higher Education Author Silvia Sovic
ISBN-10 9780415614696
Release 2012-10-24
Pages 243
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In the current economic climate, more than ever, international students provide an important income to universities. They represent much-needed funds for many institutions, but they also come with their own diverse variety of characteristics and requirements. This insightful book offers a critical stance on contemporary views of international students and challenges the way those involved address the important issues at hand. To do this, the authors focus specifically on giving voice to the student experience. In particular, the authors show how international student experience can be a ready asset from which to glean valuable information, particularly in relation to teaching and learning, academic support and the formal and informal curriculum. In this way, the issues affecting international students can be seen as part of the larger set of difficulties that face all students at university today. Integrating contributions from a academics and student voices from a range of backgrounds issues raised include: Academic Writing for International Students The Internationalisation of the Curriculum Identities: The use of stereotypes and auto-stereotypes International Students' Perceptions of Tutors, and The system in reverse, English speaking learners as 'international students'. This book will be of interest to education management and administrators, higher education professionals, especially those working or training to teach large numbers of international students, to which it offers a unique opportunity to understand better the students' point-of-view. Because of this the book will likely appeal to academics in all English speaking countries that recruit significant numbers of international students, as well as the growing number of European universities which teach in English and those in the Indian sub-continent that send large numbers of international students to the UK, Australia, New Zealand and the US.

Know and Tell

Know and Tell Author David Bleich
ISBN-10 STANFORD:36105020153271
Release 1998
Pages 248
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A sophisticated, richly knowledgeable, and far-reading analysis of what it means to teach and learn language, what it means to engage with our subject as thinkers, doers, and social activists.

Learning to Write Effectively Current Trends in European Research

Learning to Write Effectively  Current Trends in European Research Author Mark Torrance
ISBN-10 9781780529295
Release 2012-09-05
Pages 461
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Provides a detailed overview of the research exploring a wide range of ideas, theories, and practices around written text production. This book deals with issues around the development of basic ('low-level') writing skills, mainly in the early years of education. It also focuses directly on issues around the teaching and learning of writing.

The Need for Extensive Reading in the Production of English Academic Writing by Non English Speakers

The Need for Extensive Reading in the Production of English Academic Writing by Non English Speakers Author Housseine Bachiri
ISBN-10 9783668569416
Release 2017-11-13
Pages 270
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Doctoral Thesis / Dissertation from the year 2017 in the subject English Language and Literature Studies - Linguistics, Ibn Tofail University (Department of English), language: English, abstract: This dissertation arises from an attempt to answer questions about whether Moroccan first and second year university students of English as a foreign language (EFL) need extensive reading in order to produce academic texts. By using two different questionnaires, along with an extensive reading experiment at Mohammed V University, it has been possible to analyze and discuss both ethnographic and numerical data obtained from the aforementioned research instruments. The participants in the research were Moroccan university students and professors. Results indicate a myriad of shortcomings in the teaching of reading and writing in Moroccan higher education. Classroom activities demonstrate a lack of students’ engagement and interaction, especially in the reading session. Results also show students’ willingness and keenness to commence reading extensively because they feel empowered, confident, and fluent over time. Extensive reading (a receptive skill) and academic writing (a productive skill) are both interactive, constructive, and complementary. In extensive reading, students learn to increase their reading speed and comprehension while simultaneously expanding their lexicon, whereas in academic writing they learn to think about the context, audience, and purpose of their piece of writing. In doing so, they learn to write with simplicity, accuracy, clarity, and an analytical eye. For students, these skills are new and they will ipso facto get used to them after they start writing. Development of literacy de facto relies enormously upon effective learning of reading and writing, for students consume knowledge through the former and produce it through the latter. Given this, both extensive reading and academic writing can solidly transform students into future writers, scholars, thinkers, and academics whose intellectual contributions will change the course of our country for the better. Therefore, the pedagogy adopted for the teaching of reading and writing in Moroccan higher education should be reconsidered.