Backed by evidence and research, this practical book presents an innovative yet comprehensive app... more Backed by evidence and research, this practical book presents an innovative yet comprehensive approach to teaching non-native English speakers the main communication and cultural competencies that are required to succeed in an international English-speaking workplace. Each unit includes strategies for teaching key skills, tasks to encourage reflection and notes on relevant cultural and technological issues. Practical features in each unit include lesson plans and materials, insights from the research, extension tasks, reflection activities and further readings.
Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include:
Job hunting Job applications Interviews Interpersonal, written and spoken communication Performance appraisals Applying for promotions
Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.
This volume shares proven strategies for Academic English teaching, research, and development in ... more This volume shares proven strategies for Academic English teaching, research, and development in challenging circumstances. Through original first-hand experiences from around the world, the collection reveals how educators in higher education have responded to the specific needs and challenges of teaching second language learners in turbulent times, as seen during the COVID-19 pandemic. Organised thematically, the book covers rapid responses to crises, adapting to teaching online, collaborations and online learning communities, and assessment practices. The volume provides original insights and practical suggestions for a range of practices across English for Academic and Specific Purposes that can address new and unfamiliar circumstances, both now and in future challenging times.
The collection includes a wealth of effective strategies, varied research methodologies, and resources for practice making it an invaluable reference for practitioners, students, and researchers in the field of academic English, ESL/EFL, and online language instruction.
This chapter presents case studies of pedagogical applications of an academic literacies approach... more This chapter presents case studies of pedagogical applications of an academic literacies approach to the development of academic reading and writing. They were designed for degree programmes at a London university within the context of UK policies of widening participation. 1 In most widening participation contexts the student profile is varied in terms of, inter alia, relationship with English, 2 previous educational experiences, and length of time away from formal education. These elements of the student profile have a direct bearing on academic achievement, so we argue that academic literacies practices in contexts like that described in this chapter must take account of this variety and provide students with a balance between language learning, language development and literacy enhancement.
The new edition of this popular book combines the theory and practice of academic writing for nur... more The new edition of this popular book combines the theory and practice of academic writing for nursing and midwifery students. Developing understanding of the basics of academic writing and cognitive processes such as reflection and critical thinking, this text is an invaluable resource for learners at all levels.
PART 1: THE ESSENTIALS OF ACADEMIC WRITING
An Introduction to Academic Writing
Exploring Academic Genres
Processes in Academic Writing
PART 2: WRITING GENRES IN NURSING AND MIDWIFERY
How to Write a Reflective Essay
How to Write a Care Critique
How to Write an Argument
How to Write Other Genres
PART 3: WORKING WITH TEXTS
Variety in Writing
Avoiding Plagiarism
Referencing Systems
Conclusion: Putting it all Together
Achievements Chart
Glossary of Key Terms
Further Readings and Resources
Suggested Answers to Activities
References
Index
JULIO GIMENEZ is a Lecturer in English Language and Academic Writing at the Centre for English Language Education, University of Nottingham, UK. His research interests are in the areas of academic literacies, workplace communication, and discourse analysis. His publications have appeared in international journals and edited collections in his areas of interest.
Backed by evidence and research, this practical book presents an innovative yet comprehensive app... more Backed by evidence and research, this practical book presents an innovative yet comprehensive approach to teaching non-native English speakers the main communication and cultural competencies that are required to succeed in an international English-speaking workplace. Each unit includes strategies for teaching key skills, tasks to encourage reflection and notes on relevant cultural and technological issues. Practical features in each unit include lesson plans and materials, insights from the research, extension tasks, reflection activities and further readings. Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include: Job hunting Job applications Interviews Interpersonal, written and spoken communication Performance appraisals Applying for promotions Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.
Doctoral writing has burgeoned as a field of inquiry in the past decade. However, questions still... more Doctoral writing has burgeoned as a field of inquiry in the past decade. However, questions still remain as to how doctoral researchers navigate their writing trajectories, the strategies they deploy to deal with challenges, and what and who helps to shape their writing experiences. These questions may have resulted from the rather snapshot perspective followed by some existing research, failing to reveal developmental aspects of doctoral writing. This article argues that a trajectorial perspective on doctoral writing, offered here as a methodological lens, can help to shed some light on such questions, and provide effective guidance for pedagogic interventions. A group of six doctoral researchers were interviewed about their experiences as academic and professional writers, and about the texts they had written along their writing trajectories. An analysis of the data revealed a number of challenges these doctoral writers faced at specific stages of their writing trajectory, the strategies they deployed to deal with these challenges, the relationships they established along the way and how they changed at specific times, and what they have found most helpful to advance their writing. Based on the results, this exploratory study offers possible pedagogic interventions for specific stages of the doctoral writing trajectory.
The Home away from Home ERASMUS+ project has been developed within a context of increasing levels... more The Home away from Home ERASMUS+ project has been developed within a context of increasing levels of migration in Europe. Some of this migration is occurring into areas with a long experience of migration, whereas in other areas it is a new phenomenon. Though this tends to mean that there are different perspectives on the issue in different contexts, generally speaking migration is the subject of debate and political and social concern across the European Union. Nevertheless, there is considerably lack of knowledge and awareness about the topic. As the Special Eurobarometer report showed in 2018 (Survey 469 related to the integration of immigrants)1 , most European citizens are not aware of the actual facts and figures on migration, with only 37% being well informed about immigration and integration. At the same time, according to this report, negative perceptions of the impact immigrants have on society are more likely amongst those who do not feel well informed about immigration a...
Backed by evidence and research, this practical book presents an innovative yet comprehensive app... more Backed by evidence and research, this practical book presents an innovative yet comprehensive approach to teaching non-native English speakers the main communication and cultural competencies that are required to succeed in an international English-speaking workplace. Each unit includes strategies for teaching key skills, tasks to encourage reflection and notes on relevant cultural and technological issues. Practical features in each unit include lesson plans and materials, insights from the research, extension tasks, reflection activities and further readings.
Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include:
Job hunting Job applications Interviews Interpersonal, written and spoken communication Performance appraisals Applying for promotions
Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.
This volume shares proven strategies for Academic English teaching, research, and development in ... more This volume shares proven strategies for Academic English teaching, research, and development in challenging circumstances. Through original first-hand experiences from around the world, the collection reveals how educators in higher education have responded to the specific needs and challenges of teaching second language learners in turbulent times, as seen during the COVID-19 pandemic. Organised thematically, the book covers rapid responses to crises, adapting to teaching online, collaborations and online learning communities, and assessment practices. The volume provides original insights and practical suggestions for a range of practices across English for Academic and Specific Purposes that can address new and unfamiliar circumstances, both now and in future challenging times.
The collection includes a wealth of effective strategies, varied research methodologies, and resources for practice making it an invaluable reference for practitioners, students, and researchers in the field of academic English, ESL/EFL, and online language instruction.
This chapter presents case studies of pedagogical applications of an academic literacies approach... more This chapter presents case studies of pedagogical applications of an academic literacies approach to the development of academic reading and writing. They were designed for degree programmes at a London university within the context of UK policies of widening participation. 1 In most widening participation contexts the student profile is varied in terms of, inter alia, relationship with English, 2 previous educational experiences, and length of time away from formal education. These elements of the student profile have a direct bearing on academic achievement, so we argue that academic literacies practices in contexts like that described in this chapter must take account of this variety and provide students with a balance between language learning, language development and literacy enhancement.
The new edition of this popular book combines the theory and practice of academic writing for nur... more The new edition of this popular book combines the theory and practice of academic writing for nursing and midwifery students. Developing understanding of the basics of academic writing and cognitive processes such as reflection and critical thinking, this text is an invaluable resource for learners at all levels.
PART 1: THE ESSENTIALS OF ACADEMIC WRITING
An Introduction to Academic Writing
Exploring Academic Genres
Processes in Academic Writing
PART 2: WRITING GENRES IN NURSING AND MIDWIFERY
How to Write a Reflective Essay
How to Write a Care Critique
How to Write an Argument
How to Write Other Genres
PART 3: WORKING WITH TEXTS
Variety in Writing
Avoiding Plagiarism
Referencing Systems
Conclusion: Putting it all Together
Achievements Chart
Glossary of Key Terms
Further Readings and Resources
Suggested Answers to Activities
References
Index
JULIO GIMENEZ is a Lecturer in English Language and Academic Writing at the Centre for English Language Education, University of Nottingham, UK. His research interests are in the areas of academic literacies, workplace communication, and discourse analysis. His publications have appeared in international journals and edited collections in his areas of interest.
Backed by evidence and research, this practical book presents an innovative yet comprehensive app... more Backed by evidence and research, this practical book presents an innovative yet comprehensive approach to teaching non-native English speakers the main communication and cultural competencies that are required to succeed in an international English-speaking workplace. Each unit includes strategies for teaching key skills, tasks to encourage reflection and notes on relevant cultural and technological issues. Practical features in each unit include lesson plans and materials, insights from the research, extension tasks, reflection activities and further readings. Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include: Job hunting Job applications Interviews Interpersonal, written and spoken communication Performance appraisals Applying for promotions Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.
Doctoral writing has burgeoned as a field of inquiry in the past decade. However, questions still... more Doctoral writing has burgeoned as a field of inquiry in the past decade. However, questions still remain as to how doctoral researchers navigate their writing trajectories, the strategies they deploy to deal with challenges, and what and who helps to shape their writing experiences. These questions may have resulted from the rather snapshot perspective followed by some existing research, failing to reveal developmental aspects of doctoral writing. This article argues that a trajectorial perspective on doctoral writing, offered here as a methodological lens, can help to shed some light on such questions, and provide effective guidance for pedagogic interventions. A group of six doctoral researchers were interviewed about their experiences as academic and professional writers, and about the texts they had written along their writing trajectories. An analysis of the data revealed a number of challenges these doctoral writers faced at specific stages of their writing trajectory, the strategies they deployed to deal with these challenges, the relationships they established along the way and how they changed at specific times, and what they have found most helpful to advance their writing. Based on the results, this exploratory study offers possible pedagogic interventions for specific stages of the doctoral writing trajectory.
The Home away from Home ERASMUS+ project has been developed within a context of increasing levels... more The Home away from Home ERASMUS+ project has been developed within a context of increasing levels of migration in Europe. Some of this migration is occurring into areas with a long experience of migration, whereas in other areas it is a new phenomenon. Though this tends to mean that there are different perspectives on the issue in different contexts, generally speaking migration is the subject of debate and political and social concern across the European Union. Nevertheless, there is considerably lack of knowledge and awareness about the topic. As the Special Eurobarometer report showed in 2018 (Survey 469 related to the integration of immigrants)1 , most European citizens are not aware of the actual facts and figures on migration, with only 37% being well informed about immigration and integration. At the same time, according to this report, negative perceptions of the impact immigrants have on society are more likely amongst those who do not feel well informed about immigration a...
Writing plays a central role in the activities that engineers carry out both in academia and indu... more Writing plays a central role in the activities that engineers carry out both in academia and industry. Different from other disciplines, in engineering a considerable amount of writing takes place as collaboration between a group of individuals. Despite this recognition, research in collaborative writing (CW) in engineering is rather scant and the available studies are mostly theoretical in nature, with very little empirical evidence. This article reports on an empirical study that examined CW in four schools at a faculty of engineering at a university in the UK. It specifically looks at the processes and the tasks in which engineering students and professionals get involved when writing collaboratively. Based on the findings of the study, the article suggests a number of research-informed pedagogical practices for developing CW in engineering.
Although public interest in science has remained strong since 2006 when the Royal Society publish... more Although public interest in science has remained strong since 2006 when the Royal Society published their latest report on science communication, poor communication of scientific research to the publics is still a concern. Despite the plethora of social communication technologies that pertain to help scientists and researchers reach out to new public audiences, and the increasing interest of scientists in social media as shown in the 2007 BioInformatics report, dissemination of scientific knowledge remains a challenge. In a recent study on how scientific knowledge is disseminated in contemporary society we identified a number of historical factors relating to science, the media, and academia that seem to have contributed to this state of affairs over the last twenty years, and that do not seem to have been broken-down with the advent of the above mentioned social platforms.
In a post-truth era, five academics consider strategies, from inviting laypeople into the laborat... more In a post-truth era, five academics consider strategies, from inviting laypeople into the laboratory to open vivas, to improve trust in experts
This presentation examines microethnography as both a theory and a methodology (Birdwhistell, 197... more This presentation examines microethnography as both a theory and a methodology (Birdwhistell, 1977) for developing understandings of workplace practices through a discourse lens. Microethnography, which provides access to slices of everyday reality (Atkinson, Okada & Talmy, 2011), can afford us with realistic and feasible opportunities to observe communication practices in highly sensitive contexts.
The presentation will briefly look at the theoretical and analytical principles of microethnography, and discuss how microethnographies can be used to research workplace communication. A variety of data sets from my own experiences as a microethnographer (Gimenez, 2002; 2013; in preparation) will be used to illustrate ethnographic microanalysis and what this theory and methodology can tell us about the ‘immediate ecology’ (Erickson, 2009: 284) of the communication practices of three specific contexts of interactions:
a. A cement conglomerate subsidiary based in Cordoba, Argentina;
b. A satellite communications multinational headquartered in London; and
c. A medium-sized enterprise based in Cataluña, Spain.
The presentation will end with a discussion of possible ways in which we can use these “slices of reality” to inform and shape communication practices in the contexts observed.
"This seminar will explore the role of disciplinary epistemologies in academic writing in the con... more "This seminar will explore the role of disciplinary epistemologies in academic writing in the context of higher education. It will draw on recent research in a number of disciplines and in four countries – UK, Spain, Australia, and Argentina – to examine how epistemology determines what is ‘acceptable’ academic writing, and the challenges this poses for student writers.
I will present a critique of the current approaches to teaching academic writing in higher education and offer a number of discipline-specific pedagogical interventions which provide better opportunities for writers to examine the relationship between epistemology and academic writing.
In this plenary I will start by revisiting the contributions that the field of electronically-med... more In this plenary I will start by revisiting the contributions that the field of electronically-mediated communication (EMC) has made to our understanding of the nature and purposes of communication in professional contexts. I will demonstrate how, by drawing on a variety of theoretical and analytical frameworks, EMC has offered significant insights into the languages and discourses of a number of traditional as well as emerging professional contexts. I will also show how research in the field has informed both our pedagogic practices in higher education and training activities in the workplace.
In the second part of my presentation, I will examine theoretical and pedagogic affordances created by recent technological developments. Exciting opportunities for both teaching and research are being offered by multimodal artefacts like websites, podcasts and video clips; enterprise social networking (ESN) such as YouTube, twitter and facebook; and applications like Skype and Google Voice; to mention but a few.
I will finish the presentation by outlining an agenda for future research in the field of EMC. I will delineate how the topics and activities in the agenda can be linked to the four epistemological axes of the conference: language and discourse, didactics, culture, and technology.
Attributes such as criticality, voice and evidentiality are central to a variety of academic prac... more Attributes such as criticality, voice and evidentiality are central to a variety of academic practices in higher education. For quite a long time, these attributes have been conceptualised as transferable in that once learnt students are able to use them in a range of contexts and for a variety of needs (Cottrell 2005, Skills Portal for Oxford University Researchers 2010). Over the past few years, however, the conceptualisation of these attributes as transferable has come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they were once thought to be (Gimenez 2008, forthcoming, Hyland 2002, 2009, Jones 2009, Leveson 2000). This presentation reports on a research study that examined the role of disciplinary epistemologies in the conceptualisation of these attributes in engineering, business, nursing, midwifery and education, and demonstrates how disciplinary epistemologies help to shape academic practices such as reading, writing, and presenting at undergraduate level. It highlights the importance of providing opportunities for students to examine the relationship between disciplinary epistemologies, generic attributes and academic practices as a way of gaining access to and producing central discourses in their disciplines. It concludes by examining the challenges and opportunities that the results of the study present for designing and teaching discipline-specific EAP.
References
Cottrell, S. (2005). Critical thinking skills. Developing effective analysis and argument. Basingstoke: Palgrave Macmillan.
Gimenez, J. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes, 7(3), 151–164.
Gimenez, J. (forthcoming). Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery. Higher Education, DOI 10.1007/s10734-011-9447-6.
Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21(3), 385–395.
Hyland, K. (2009). Academic discourse. London: Continuum.
Jones, A. (2009). Redisciplining generic attributes: The disciplinary context in focus. Studies in Higher Education, 34(1), 85–100.
Leveson, A. (2000). Disparities in perceptions of generic skills: Academics and employers. Industry and Higher Education, 14(3), 157–164. Skills Portal for Oxford University Researchers (2010). http://www.skillsportal.ox.ac.uk/transferable_skills.php
Research has recently demonstrated that attributes such as criticality, voice and evidentiality a... more Research has recently demonstrated that attributes such as criticality, voice and evidentiality are discipline-specific and epistemologically determined rather than generic and transferable as they were once thought to be (Gimenez, 2011; forthcoming; Hyland, 2009; Jones, 2009). We have thus come to understand that different disciplines conceptualise these attributes in rather a different way, which poses considerable challenges for undergraduate students- especially those studying across disciplines.
This presentation examines the experiences of a group of undergraduate students who were faced with these challenges when writing assignments for a module outside their degree programmes. In particular, it focuses on the lived experiences of two engineering and two nursing students who took a business module at the same university. The presentation looks at the way the three disciplines (engineering, nursing and business studies) epistemologically conceptualise criticality, voice and evidentiality and how their conceptualisations determine their forms (texts), processes and practices of disciplinary writing, creating a significant challenge for these four students. Findings provide further evidence to previous research which has argued against the validity of terms such as ‘essay’ (Gimenez, 2008; Lillis, 2001), adding a new set of terms like ‘critically examine’ and ‘use supporting evidence’ to the argument.
The presentation concludes with an analysis of the pedagogical implications for the writing class and a number of suggestions for supporting student writers at undergraduate level.
Although public interest in science has remained strong since 2006 when the Royal Society publish... more Although public interest in science has remained strong since 2006 when the Royal Society published their latest report on science communication, poor communication of scientific research to the publics is still a concern. Despite the plethora of social communication technologies that pertain to help scientists and researchers reach out to new public audiences, and the increasing interest of scientists in social media as shown in the 2007 BioInformatics report, dissemination of scientific knowledge remains a challenge. In a recent study on how scientific knowledge is disseminated in contemporary society we identified a number of historical factors relating to science, the media, and academia that seem to have contributed to this state of affairs over the last twenty years, and that do not seem to have been broken-down with the advent of the above mentioned social platforms.
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Books by Julio Gimenez
Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include:
Job hunting
Job applications
Interviews
Interpersonal, written and spoken communication
Performance appraisals
Applying for promotions
Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.
The collection includes a wealth of effective strategies, varied research methodologies, and resources for practice making it an invaluable reference for practitioners, students, and researchers in the field of academic English, ESL/EFL, and online language instruction.
PART 1: THE ESSENTIALS OF ACADEMIC WRITING
An Introduction to Academic Writing
Exploring Academic Genres
Processes in Academic Writing
PART 2: WRITING GENRES IN NURSING AND MIDWIFERY
How to Write a Reflective Essay
How to Write a Care Critique
How to Write an Argument
How to Write Other Genres
PART 3: WORKING WITH TEXTS
Variety in Writing
Avoiding Plagiarism
Referencing Systems
Conclusion: Putting it all Together
Achievements Chart
Glossary of Key Terms
Further Readings and Resources
Suggested Answers to Activities
References
Index
JULIO GIMENEZ is a Lecturer in English Language and Academic Writing at the Centre for English Language Education, University of Nottingham, UK. His research interests are in the areas of academic literacies, workplace communication, and discourse analysis. His publications have appeared in international journals and edited collections in his areas of interest.
Papers by Julio Gimenez
Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include:
Job hunting
Job applications
Interviews
Interpersonal, written and spoken communication
Performance appraisals
Applying for promotions
Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.
The collection includes a wealth of effective strategies, varied research methodologies, and resources for practice making it an invaluable reference for practitioners, students, and researchers in the field of academic English, ESL/EFL, and online language instruction.
PART 1: THE ESSENTIALS OF ACADEMIC WRITING
An Introduction to Academic Writing
Exploring Academic Genres
Processes in Academic Writing
PART 2: WRITING GENRES IN NURSING AND MIDWIFERY
How to Write a Reflective Essay
How to Write a Care Critique
How to Write an Argument
How to Write Other Genres
PART 3: WORKING WITH TEXTS
Variety in Writing
Avoiding Plagiarism
Referencing Systems
Conclusion: Putting it all Together
Achievements Chart
Glossary of Key Terms
Further Readings and Resources
Suggested Answers to Activities
References
Index
JULIO GIMENEZ is a Lecturer in English Language and Academic Writing at the Centre for English Language Education, University of Nottingham, UK. His research interests are in the areas of academic literacies, workplace communication, and discourse analysis. His publications have appeared in international journals and edited collections in his areas of interest.
The presentation will briefly look at the theoretical and analytical principles of microethnography, and discuss how microethnographies can be used to research workplace communication. A variety of data sets from my own experiences as a microethnographer (Gimenez, 2002; 2013; in preparation) will be used to illustrate ethnographic microanalysis and what this theory and methodology can tell us about the ‘immediate ecology’ (Erickson, 2009: 284) of the communication practices of three specific contexts of interactions:
a. A cement conglomerate subsidiary based in Cordoba, Argentina;
b. A satellite communications multinational headquartered in London; and
c. A medium-sized enterprise based in Cataluña, Spain.
The presentation will end with a discussion of possible ways in which we can use these “slices of reality” to inform and shape communication practices in the contexts observed.
I will present a critique of the current approaches to teaching academic writing in higher education and offer a number of discipline-specific pedagogical interventions which provide better opportunities for writers to examine the relationship between epistemology and academic writing.
http://www.nottingham.ac.uk/education/research/have/seminars/disciplinaryepistemologies.aspx"
In the second part of my presentation, I will examine theoretical and pedagogic affordances created by recent technological developments. Exciting opportunities for both teaching and research are being offered by multimodal artefacts like websites, podcasts and video clips; enterprise social networking (ESN) such as YouTube, twitter and facebook; and applications like Skype and Google Voice; to mention but a few.
I will finish the presentation by outlining an agenda for future research in the field of EMC. I will delineate how the topics and activities in the agenda can be linked to the four epistemological axes of the conference: language and discourse, didactics, culture, and technology.
References
Cottrell, S. (2005). Critical thinking skills. Developing effective analysis and argument. Basingstoke: Palgrave Macmillan.
Gimenez, J. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes, 7(3), 151–164.
Gimenez, J. (forthcoming). Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery. Higher Education, DOI 10.1007/s10734-011-9447-6.
Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21(3), 385–395.
Hyland, K. (2009). Academic discourse. London: Continuum.
Jones, A. (2009). Redisciplining generic attributes: The disciplinary context in focus. Studies in Higher Education, 34(1), 85–100.
Leveson, A. (2000). Disparities in perceptions of generic skills: Academics and employers. Industry and Higher Education, 14(3), 157–164. Skills Portal for Oxford University Researchers (2010). http://www.skillsportal.ox.ac.uk/transferable_skills.php
This presentation examines the experiences of a group of undergraduate students who were faced with these challenges when writing assignments for a module outside their degree programmes. In particular, it focuses on the lived experiences of two engineering and two nursing students who took a business module at the same university. The presentation looks at the way the three disciplines (engineering, nursing and business studies) epistemologically conceptualise criticality, voice and evidentiality and how their conceptualisations determine their forms (texts), processes and practices of disciplinary writing, creating a significant challenge for these four students. Findings provide further evidence to previous research which has argued against the validity of terms such as ‘essay’ (Gimenez, 2008; Lillis, 2001), adding a new set of terms like ‘critically examine’ and ‘use supporting evidence’ to the argument.
The presentation concludes with an analysis of the pedagogical implications for the writing class and a number of suggestions for supporting student writers at undergraduate level.
In a recent study on how scientific knowledge is disseminated in contemporary society we identified a number of historical factors relating to science, the media, and academia that seem to have contributed to this state of affairs over the last twenty years, and that do not seem to have been broken-down with the advent of the above mentioned social platforms.