Teaching Academic Writing

This paper sets out to highlight the relevance of a genre-based approach to academic research writing and to share the experience of introducing it to non-linguists in a Romanian Higher Education context. A selection of activities and instruments designed in response to needs identified illustrates the approach taken and the interdependence with academic requirements related to MA-dissertations. The main focus is on generic features of introductions and conclusions of research papers, as well as on process-oriented aspects of academic writing.

Scholarship on plagiarism in second language (L2) writing in the past two decades has greatly expanded our knowledge of the topic. As a result, we now know more about: The complexity of plagiarism as intertextual practice (e.g., Pecorari & Petrić , 2014); The prevalence of plagiarism in L2 academic writing (e.g., [ 6 _ T D $ D I F F ] Sutherland-Smith, 2005); L2 students' often distinct understandings of what constitutes legitimate and transgressive intertextuality (e.g., Hu & Lei, 2012); Their culturally and disciplinarily shaped attitudes toward plagiarism (e.g., Flowerdew & Li, 2007; Shi, 2012); Various intertextual practices that L2 students engage in (e.g., Pecorari, 2008); Factors contributing to the incidence of plagiarism in L2 writing contexts (e.g., Hu & Lei, 2015); Faculty's reaction to and stance on students' intertextual practices (e.g.

Among the teaching approaches and methodsthat are currently used worldwide, Dogme ELT is a modern one that claimsto showbetter results because of creating a natural learning environment. This action researchwas performedin order to examine the intermediate level learners' feedback about Dogme ELT to improveessay writing skills.The data was collectedafter teaching through Dogme techniques and analyzed by applying mixed methods.The learners' responses to motivational aspects of learning, theirparticipation and performance in the class and the impacts of Dogme Pedagogy, recordedafter Dogme ELT treatment,demonstrated that Dogme ELT techniques proved themselvesvery effective and successful in improving essay-writing skills.Many of the participants of this class wished to havebeen taught through such teaching-learning techniques from the very beginning.All these responsesshowedbetter learning outcomes by usingDogme Pedagogyto improveacademic essay writing skills of intermediate level learners.

Argument construction is an important aspect of academic writing. Although literature presents a number of theoretical and pedagogical models of argument, research is lacking into authentic argument construction in expert writing. Moreover, it is not clear how disciplinary variation affects the construction of argument. Therefore, this paper analyses argument in four disciplines-philosophy, literature, chemistry, and computational science. The results show a degree of variation among disciplines. Three models of argument have been found, called here premise-based argument (found in philosophy and literature), hypothesis-based argument (found in computational science and to a lesser degree in literature) and exposition-based argument (in chemistry). These models differ from the theoretical and/or pedagogical models proposed in the literature, suggesting that EAP students might be asked to produce arguments very different from arguments encountered in the reading in their discipline. Given the disciplinary variation observed, the paper supports applying English for Specific Academic Purposes (ESAP) as well as English for General Academic Purposes (EGAP) approach to teaching argument construction.

In the current debates on educational language policy, the focus is still on the second language competencies - especially the written language competencies - of students with a first language other than German. With this background, this study focuses on the development of written language competencies of multilingual students in the syntactic domain. Syntactic development in Turkish and German is investigated in the 7th, 10th, and 12th grades using written argumentative texts. For this purpose, simple, compound and complex sentences in both languages are considered. The study of the effects of bilingual vs. monolingual schooling is conducted using two groups of subjects: (a) from a bilingual school with Turkish as the language of instruction from the 1st grade onward and (b) from a German monolingual school with Turkish as a second foreign language from the 7th grade onward. The study is one of the few to investigate the acquisition of written language by multilingual students, taking into account both languages and first language instruction, and to compare the syntactic development of students in three different grades of lower and upper secondary school.

En este artículo presentamos un avance de la investigación “La producción de textos escritos en el ámbito universitario: los géneros discursivos académicos y laborales”, llevada a cabo en la carrera de Educación, mención Básica Integral, de la Universidad de Los Andes, Núcleo Universitario Dr. Pedro Rincón Gutiérrez. Específicamente, comentaremos parte de los resultados respecto a uno de los objetivos específicos, consistente en precisar los géneros
discursivos de carácter académico que necesitan aprender a escribir los estudiantes de la mencionada carrera. Para tal fin, se efectuó una investigación
de campo en la que se aplicaron dos cuestionarios: uno dirigido a los profesores y otro a los alumnos, en los que se indagaba en torno a los textos académicos y profesionales que comúnmente se leen y se redactan dentro de la carrera. Los fundamentos teóricos que sustentaron este estudio son la alfabetización académica y los géneros discursivos. Los resultados indican escasa variedad de textos académicos que los profesores solicitan leer en las distintas unidades curriculares de la carrera, por lo que se hace necesario trazar estrategias y políticas lingüísticas institucionales para ayudar a los estudiantes a no ser solo repetidores de contenidos, sino impulsarlos a acercarse, incorporarse y entender su contexto académico y profesional.

Argument construction is an important aspect of academic writing. Although literature presents a number of theoretical and pedagogical models of argument, research is lacking into authentic argument construction in expert writing. Moreover, it is not clear how disciplinary variation affects the construction of argument. Therefore, this paper analyses argument in four disciplines-philosophy, literature, chemistry, and computational science. The results show a degree of variation among disciplines. Three models of argument have been found, called here premise-based argument (found in philosophy and literature), hypothesis-based argument (found in computational science and to a lesser degree in literature) and exposition-based argument (in chemistry). These models differ from the theoretical and/or pedagogical models proposed in the literature, suggesting that EAP students might be asked to produce arguments very different from arguments encountered in the reading in their discipline. Given the disciplinary variation observed, the paper supports applying English for Specific Academic Purposes (ESAP) as well as English for General Academic Purposes (EGAP) approach to teaching argument construction.

Undergraduate social work education in England requires the completion of the necessary academic credits for an honours degree, alongside the demonstration of the necessary standards and competencies associated with a professional award. This requires a challenging and diverse programme of study. However, the skills necessary for successful academic enquiry complement
those required for effective practice. In particular, academic writing skills support effective professional communication and research skills allow for evidence-based practice. This paper
describes the development of academic skills within a new undergraduate social work programme at a UK university, designed to meet the needs of a diverse and atypical student cohort. Having recognised the flaws in the early delivery of the programme, a revised curriculum has placed the development of academic research and writing skills at its core.

This booklet can help you to know some crucial features or characteristics of Academic Writing. These features are of overriding importance with regard to formal writing. Therefore, both teachers and students can find it useful for their lessons or writing assignments.

In Brief The goal of writing literature reviews is to summarize the dissertation topic and also to integrate the existing knowledge in the field. A good literature review must cover the relevant literature and also integrate it. The literature review helps to understand the research areas better and assists in conceptualizing the research problem precisely and clearly.

The need for HE students to continue developing their language and communication skills is well-established and explains the existence of learning support / study skills provision in HE institutions. Researchers have attempted to capture the complexity of the skillset required to 'communicate competently in an academic discourse community' (Maldoni, 2017, p.104) using the term 'academic literacies'. Many universities use a centralised model of learning support to foster such literacies, providing workshops or advice on generic study skills or writing, often with a remedial focus. However, recent research shows that embedding the provision within subject departments can be a far more effective approach, helping students link subject content with assessment requirements, and making explicit the norms and conventions of particular disciplines. Drawing on current literature, this paper outlines the rationale and method for embedding an integrated model of learning support provision into subject courses. Adopting this inclusive approach could benefit students (in terms of improved assessment outcomes and retention rates) and teaching staff (as a form of continuing professional development). As a result, the paper invites further collaboration between Study Skills and English for Academic Purposes, the library and subject courses at AUB, providing a model for possible implementation.

Key Words: embedding, academic writing, learning support, academic literacies

Academic Writing, Real World Topics fills a void in the writing-across-the-curriculum textbook market. It draws together articles and essays of actual academic prose as opposed to journalism; it arranges material topically as opposed to by discipline or academic division; and it approaches topics from multiple disciplinary and critical perspectives. With extensive introductions, rhetorical instruction, and suggested additional resources accompanying each chapter, Academic Writing, Real World Topics introduces students to the kinds of research and writing that they will be expected to undertake throughout their college careers and beyond. Readings are drawn from various disciplines across the major divisions of the university and focus on issues of real import to students today, including such topics as living in a digital culture, learning from games, learning in a digital age, living in a global culture, our post-human future, surviving economic crisis, and assessing armed global conflict. The book provides students with an introduction to the diversity, complexity and connectedness of writing in higher education today.

Part I, a short Guide to Academic Writing, teaches rhetorical strategies and approaches to academic writing within and across the major divisions of the academy. For each writing strategy or essay element treated in the Guide, the authors provide examples from the reader, or from one of many resources included in each chapter’s Suggested Additional Resources. Part II, Real World Topics, also refers extensively to the Guide. Thus, the Guide shows student writers how to employ scholarly writing practices as demonstrated by the readings, while the readings invite students to engage with scholarly content.

COMMENTS

“Academic Writing, Real World Topics promises to be an ideal resource for college-level writing instruction. For students, the organization of the book will be helpful as it guides them through the process of writing and then provides real examples of writing in different disciplines. For instructors, the pairing of those examples with the writing process will simplify classroom instruction and allow for focus on particular issues relevant to the students. I am looking forward to using the book in my own writing seminars.” — Jacob Sauer, Vanderbilt University

“Rectenwald and Carl’s emphasis on discourses surrounding digital culture, transhumanism, and globalization will convince first-year writing students not only that they have something to say about these big issues, but also that their ideas matter and that there are many ways to participate in the conversation. Academic Writing, Real World Topics will model for students—as emerging scholars—the multiple approaches writers take to addressing and engaging with social, cultural, scientific, and technological change.” — Keaghan Turner, Coastal Carolina University

“With Academic Writing, Real World Topics, Rectenwald and Carl have prepared the definitive writing-across-the-curriculum textbook. This book engages students and teachers in lively and robust topics, but it also introduces them to the world of academic disciplines and their various concerns. The topics are compelling, and the concise introduction to academic writing is thorough and easily digested. This book will function not only for introductory writing sequences and WAC courses, but also for first-year seminars and other introductory surveys. There is simply no better book that I have seen for introducing students to both college-level writing and academic discourses more generally. I recommend it for instructors who wish to engage their students in productive scholarly writing and discussion, and also for those who strive for broader and deeper intellectual activity.” — Tamuira Reid, New York University

“What excites me about Academic Writing, Real World Topics is that this book is unapologetically smart, contemporary, and multi-disciplinary. It does a great job at presenting the anatomy of an argument as well as providing examples from a range of disciplines. Throughout, the book emphasizes the connection between logic, grammar, and rhetoric. The result is a systematic approach that makes students aware of how authors use language to create ideas. The emphasis on language in this text will ensure that students develop the reading and writing skills necessary to strive in college—something every text promises but rarely delivers. Finally, it is worth reiterating that the readings consist of contemporary essays in political science, sociology, education, information technology, and literary theory. This will engage students in the issues as well as prepare them as academic writers.” — Jacob Singer, Professor of Academic Writing

Comments from students using Real World Topics

“Academic Writing: Real World Topics is a book that boldly discusses the real-world problems that the new generation is now facing … The book helped me, as a student, to organize my thoughts on the emerging global culture through the lenses of renowned scholars. This collection helps students apply their growing writing skills to real topics that are applicable and important to school as well as to the rest of their lives.” — Georgia Grace Larsen, Sophomore in Media, Culture, and Communications, New York University

“Academic Writing, Real World Topics is an excellent resource for students in the twenty-first century. This book is engaging and easy-to-follow, as it is organized by thought-provoking and pertinent topics … As a student who used this book in a first-year writing seminar, I found it to be an excellent introduction to scholarly writing. Rectenwald and Carl break down various types of college-level writing into approachable steps, guide readers through each of those steps, and include a carefully-curated selection of essays that spark spirited discussions that extends well beyond the traditional boundaries of the classroom.” — Hon-Lum Cheung-Cheng, Sophomore in Politics at New York University

Advanced Reading and Writing Skills in ELT: APA Style Handbook aims to offer two syllabuses for Advanced Reading and Writing Skills Course in two semesters. Thus, this book mainly provides information on academic writing skills in English Language Teaching in relation with APA style. Following the introduction into academic writing, it introduces how to connect ideas with reference to unity and coherence and how to refer to other sources by employing in-text citations rules appropriately. Related information on reviewing literature, parts of an academic paper, headings, writing a list of references, and presenting tables and figures is also provided. Moreover, to familiarize readers with academic style of writing, it also presents information on the notion of reading process, reading strategies, models of reading, assessing reading, and background knowledge and nativization. In this respect, reading researchers may also benefit from this text.
Apart from undergraduate ELT students and lecturers of Advanced Reading and Writing Skills Course, postgraduate students and researchers will discover that Advanced Reading and Writing Skills in ELT: APA Style Handbook helps them in writing their assignments, theses, and manuscripts by providing examples on APA rules. Although APA Publication Manual lists rules on academic writing, many post graduate students, even experienced researchers, may experience difficulty in applying these rules in their studies. Therefore, the text provides samples on a variety of topics in relation with academic writing in ELT.

... instruction, Pecorari supports “learning by doing” (p. 50), ie apprentice-type arrangements through which novices ... reporting of content from a source without distortion; (4) the effectiveness of using sources for ... to be called plagiarism, but any of the texts in this corpus could have ...

Interest in academic discourse has been growing in Slovenia, as well as in the wider region, and shared research paradigms that take into consideration cross-cultural encounters in academic contexts are emerging. It therefore seems important to create opportunities for interaction among scholars juxtaposing different lingua-cultures. With this edited volume, we wished to provide such an opportunity by bringing together researchers examining different language combinations, including those contrasting English as an academic lingua franca and L1 discourse, as well as experts investigating other languages and cultures. A central and recurring theme of the volume is the focus on the dynamic evolution of academic discourse conventions through language contact predominantly in Slovene, but also, in the context of the region, in Croatian and Serbian. The papers collected in this volume bring together different methodological approaches, demonstrating how by synergizing their strengths, we gain new insights into the changing conventions of academic writing. Moreover, highlighting a range of cultural traditions allows us to reimagine the role of academic writing in the peripheral languages. We therefore hope that this volume can be used as a step towards future collaborations among scholars whose work focuses on cross-cultural encounters in academic contexts involving central, semi-peripheral and peripheral languages.

Poetic diction is very important to understand a writer's literary style, and this unique poetic diction separates it from prose. The writer's selection of graphic words and other stylistic devices not only affect the reader's attitude but also convey his feelings toward the literary work. The researcher chose the Invocation [the opening lines: l-26] from Paradise Lost Book-1 for many reasons. These reasons are the outstanding status of Paradise Lost in English literature, its complex narrative ingenuity, its grand style, its religious theme, its graphological, phonological, grammatical, lexical and semantic features, and the use of these features collectively to enhance the religious theme of this epic poem that is the relationship of man and God. This research tried to explore different levels of stylistic deviations, Milton's lexical choices from the Bible and the Quran, his religious and historical references. It focused on analyzing the unique stylistic features of the Invocation, levels of deviation, lexical choices and features through Milton's literary work, the King James Bible Online (1611) and the Corpus of the Quran for deeper understanding of this outstanding narration and the religious theme.

The present article is of twofold aim. First, it undertakes a situation analysis through investigating students' level of motivation and academic writing proficiency along with exploring teachers' perceptions and experience with blended learning. The study, hence, hypothesizes that teachers do not fully conceive and adequately use blended learning to improve students' academic writing performance and motivation. Second, it introduces the philosophy and methodology of blended learning in academic writing for undergraduate students, and hypothesizes that blended learning in academic writing would improve students' motivation and academic writing performance. To test the hypotheses, questionnaires and composition tests were conducted, along with suggesting some guidelines for designing blended learning courses for language practitioners.

I upload this paper again - the former upload has erroneously displayed the review markups.
This sample essay aims at demonstrating how a typical exegesis of a pericope may be done. It is confined to a typical word limit.
It needs correction. Comments, also pertaining to the language, are welcome!
Perhaps the most serious mistake of this paper is that it exists. Should students not better solve the problem of disposition themselves? However, does that pertain to beginners? Learning always to a degree consisted of observing how teachers work.

The objectives of this research were: (1) to know the role of Literature Circles in the composition process by looking at the transparencies of the synopsis as the final product; and (2) to find out the participants’ perspectives upon LCs. The instruments were role worksheets and a semi-structured interview. Thirty fourth-semester students majoring English were selected purposively with the rationale that they are considered as voluntary participants. Six meetings of discussion and composition process were done in one month accomplished by five reading circles consisting of six members and six different role worksheets each. Three major findings were obtained. The students found LCs is intriguing to formulate and organize the synopsis. Not only are new vocabularies acquired, but also self-mastery on how to get the writing becomes cohesive and coherent with appropriate word selection could possibly be achieved. One striking insight is the argument that LCs could promote composition process from role-based discussion and joint construction in each meeting. Also, the sense of satisfaction upon the writing seems triggered from a regular and detailed preparation before a discussion is initiated.

The present study is an attempt to investigate the effectiveness of explicit instruction of discourse connectors upon learners‘ written production or writing proficiency. A vast majority of 2nd year students at ISPH (Instituto Superior Politécnico da Huíla), more often than not, tend to underuse, overuse, and misuse discourse connectors in their pieces of writing. As a consequence, there tend to have no cohesion or coherence in their pieces of writing. To this end, 30 Information Technology and Computer Science Engineering EFL students with the age range above 15 up to 30 were selected at ISPH. Strictly speaking, 26 of them were males and 3 were females. Then two writing tests (a pre-test and a post-test) were employed in the present study: A pre-test to assess their prior knowledge and use of discourse connectors, and a post-test to measure students‘ writing proficiency after the explicit instruction of discourse connectors. Thus, these tests entailed two groups (the control and
experiential groups): the control group received no explicit instruction on
discourse connectors, whereas students in the experimental group received an explicit treatment on discourse connectors. Thus, results indicated that the students in the control group encountered several difficulties in using them. In contrast, the students in the experimental group (who received explicit instruction on discourse connectors) proved that they had a quite good command of them in their writing. Thus, the study concluded that explicit instruction of discourse connectors should be encouraged as a condition or means to develop students‘ writing proficiency and to avoid lack of cohesion or coherence in their pieces of writing.

Conference: Fourth Biennial Conference on Threshold Concepts: From personal practice to communities of practice, At Trinity College, Dublin, 2012

The workshop will first report and comment on the outcomes of preliminary explorations into the application of threshold concepts theory undertaken in collaboration with learners and subject lecturers at a large central London university. In particular, the outcomes of one pilot case study will be used to illustrate how these collaborations might inform approaches to developing student writing, as well as engaging learners with threshold concepts in potentially generative ways.

Participants in the workshop will then be encouraged to undertake a number of activities that mirror these explorations. At various points in the workshop, I will describe approaches that seek to encourage learners and subject lecturers to use text analysis to investigate not only the language features of threshold concepts and ways of thinking in their disciplines, but also the associated transformations in discourse that arise from threshold concept understanding (Land and Meyer, 2003; 2005). The purpose of this approach is threefold: to facilitate conceptual, paradigmatic change in learners; to develop their ability to engage with, and participate in, disciplinary discourses; and to inform Threshold Concept research and practice.

The language features of discourse shifts associated with threshold concepts acquisition appear under-researched outside of the discourse analysis proposed in Land and Meyer’s 2003 paper (p.4). Similarly, the undertaking of literacy development practices through the lens of threshold concepts is under-reported. Threshold Concepts as a field of enquiry and practice might therefore be successfully informed by text and discourse analysis methods developed in the fields of Applied Linguistics, Academic Literacies and Academic Writing. Importantly, the possibility that learners might acquire threshold concept understanding through certain methods of discourse or text analysis (as vehicles for learning) remains under-researched. The implications for pedagogic practice and perspectives on developing student writing will be concurrent themes of the workshop.

'Threshold concept literacy’: helping learners develop writing skills and acquire threshold concept understanding through examining associated transformations in discourse. - ResearchGate. Available from: http://www.researchgate.net/publication/259991626_'Threshold_concept_literacy_helping_learners_develop_writing_skills_and_acquire_threshold_concept_understanding_through_examining_associated_transformations_in_discourse [accessed Oct 3, 2015].

English language learning and teaching, as any educational process, is penetrated by several
dynamic concepts which are in a state of constant flux, dialogue, tension, and
complementarity. One of such concepts is that of authenticity, the main theme of the 42nd
FAAPI Conference and the contributions included here.
It is not within the scope of this introduction to provide a definition of authenticity
because, even though definitions are necessary, it would be reductive to do so. Instead, we
attempt here to indicate some roads which the concept invites us to explore in relation to our
professional practices inscribed in larger situated contexts.

This dissertation project examines patterns of stance in essays written by high- and low-performing students in two upper-level undergraduate courses, one in political theory and the other in economics. It employs methods of linguistic discourse analysis, drawing largely on Appraisal Theory (a subset of Systemic Functional Linguistics), in combination with methods from corpus linguistics and theoretical insights from rhetorical genre studies. It examines how recurring patterns of stance in students' essays correspond to the goals and assessment criteria for writing in the courses, as revealed through interviews with the instructors and analysis of selected course material. Through this robust set of analytic approaches, the study aims to make explicit patterns of stance in student writing that correlate with high- and low-graded essays and with the disciplinary contexts. The broader aim is to render explicit patterns of interpersonal meanings constructed in students' texts that construe such abstract qualities as critical reasoning, complexity and nuance in argumentation, and control of the discourse—features identified by the instructors as valued in student writing. The study contributes to the field of composition and rhetoric by pinpointing discursive resources that enable some student writers to construct more discipline-congruent styles of argumentation than others. Specific findings show that, while the two essay assignments require different ways of using language to construct valued stances, the high-performing writers in both contexts more consistently construct a "novice academic" stance while the low-performing writers more consistently construct a "student" stance. The former is marked by the rhetorical qualities of contrastiveness, dialogic control, critical distance, and discoursal alignment, or assimilation of the disciplinary discourse. In contrast, the “student” stance is marked by frequent personalizing moves, repeated references to the classroom discourse, and comparatively infrequent use of discursive resources that construe the rhetorical qualities listed above. These findings have implications for instruction in writing in the disciplines (WID) contexts, specifically in terms of how instructors can refine their metalanguage about writing for discussing stance with students explicitly and in detail.

Expressing an authorial stance in contextually valued ways may be
especially challenging for English as a Second Language (L2) writers (in addition, certainly, to many L1 writers), as the subtle ways that writers in the disciplines go about evaluating evidence and positioning the reader toward their views are largely tacit and therefore not often made explicit to students. In response to this problem, this chapter discusses ways that writing specialists can assist faculty in the disciplines to become explicitly aware of stance expressions in their students’ writing. Drawing on analysis of student writing in two disciplinary contexts (political theory and economics) as well as interviews with the course instructors, I offer examples of stance features that appear to be valued in these two contexts even though they run below the instructors’ fully conscious awareness. I then discuss ways that disciplinary faculty can be assisted to identify these features explicitly. The larger goal of this chapter is to argue for a way of reading students’ disciplinary writing that is sensitive to the details of stance-taking and to the language related problems that many students experience when writing in the disciplines.

Students have asked me to make this sheet about writing academic paragraphs available. If you want to use this instruction sheet in your classes, you have permission. You do not need to contact me for permission.

Central to work at the university is the empirical method, which is the art of using credible evidence to clarify and justify claims you make. This paragraph assignment has been designed to train students in the art of using the empirical method for defending and supporting claims about a literary work. What I ask you to do in this paragraph is something you should do regularly in your writing and thinking about literature. For your benefit, I have identified five essential parts of the academic paragraph. Topic sentence: This sentence should make a point that is not obvious and that needs support, or evidence, to be convincing.

Integrating a genre-based approach and task-based instruction into the context of teaching writing skills can help learners learn to write more accurately and appropriately. In essence, a genre-based approach allows learners to see the underlying features of a text which make it both similar to and different from other texts, while task-based instruction allows teachers to design and sequence materials or tasks that best suit the learners' needs and proficiency levels. Although the tasks used in this paper relate to a particular context of teaching (i.e. teaching academic L2 writing skills), the principle is applicable to other teaching contexts as well.

Çalışmada sosyal bilimlerin farklı bölümlerinde lisansüstü eğitim gören veya mezun öğrencilerin akademik yazma sorunları ve ihtiyaçları ele alınmıştır. Çalışma kapsamında akademik dilin özellikleri, öğrencilerin akademik yazma sorunları ve üniversitelerin akademik eğitim politikaları değerlendirilmeye çalışılmıştır. Akademik dilin özellikleri dergilerden seçilen 32 makaleyi inceleme yoluyla belirlenmiştir. Bu özellikler doğrultusunda öğrencilerin akademik yazma sorunlarını tespit etmek amacıyla toplam 12 yabancı ve 5 Türk öğrencinin yazılı anlatımları belli ölçütler çerçevesinde incelenip sınıflandırılmıştır. Daha sonra 12 lisansüstü öğrenci ve 4 alan uzmanıyla üniversite öğrencilerinin akademik dil sorunlarıyla ilgili görüşme yapılarak nitel veriler elde edilmiştir. Çalışma sonucunda elde edilen veriler betimsel ve içerik analizi yöntemiyle değerlendirilmiştir. Değerlendirme doğrultusunda, yabancı öğrencilerin dil bilgisi, sözcükler ve terimler konusunda yaşadıkları sorunlar, ana dilden aktarımlar ve yetersiz akademik Türkçe öğretimi sonucunda ortaya çıktığı tespit edilmiştir. Yabancı ve Türk öğrencilerin ortak sorunlarının en önemlisi ise akademik dili kullanarak alıcının beklentilerini karşılayabilecek düzeyde akıcı, düz anlamlı ve tutarlı biçimde bir metin oluşturmada güçlük çekmeleridir. Yapılan bu çalışmadan hareketle, yükseköğretim gören öğrencilerin akademik amacına yönelik yazma öğretimi ve ders malzemeleri düzenlenmesi için öneriler sunulmuştur.

This paper examines the use of portfolios as pedagogical tools for
developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their improvement across three portfolio drafts and evaluate their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course ‘Academic Writing’ at a tertiary institution in New Zealand participated in a study evaluating the portfolio approach to building awareness of their own writing. Focus group interviews provided qualitative data, analysed using a grounded theory approach. Triangulating data came from student reflective memoranda written in response to each drafting process. We conclude that a multi-draft portfolio is an effective assessment tool, not only because it provides a feedback loop but also because it enhances learners’ understanding of writing as a recursive process. This provides them with aspects of academic writing literacy such as self-editing and the insight to reorganise academic texts by applying target genre and discourse knowledge.