Academic writing is an important activity by which students' eventual success in university education is judged. Using the principles of needs analysis, researchers have been able to identify pertinent issues with regard to writing in an academic context. Needs analysis adopts sound theoretical frameworks to present a clear view of institutional requirements and students' language competence. This in turn gives us information that assists in developing more appropriate and effective language courses. This book is an outcome of research to address what aspects of communicative language use in terms of skills, target situation, fields of interest and genres of academic work are demanded of students by the lecturers and examiners and how their written work is evaluated by their lecturers in the disciplines which they study. In addition the nature of students' communicative competence that they bring to the university situation and how it compares with the target genres is also tackled. Finally, the book attempts to show how the answers to these issues can make the teaching of academic writing and communication skills more effective.
Writing is a valuable skill to any scholar, especially in English Language. The structure of the written text is an aspect of the language, which cannot be downplayed in regard to the learners’ ability to write. Essay writing has traditionally been regarded as a difficult skill in the English Language. This book provides information that will enhance the learners ability in composition writing by examining the aspects of textuality which go beyond common errors; spelling, overgeneralization, subject- verb agreement,sentence construction, word order, tense agreement and misuse of vocabulary. The book will be useful to teachers of composition writing, the students themselves and scholars interested in the art of writing.
The present study emphasizes on designing of an ESP Pre-service/In-service Extensive Writing Course for bank officers. Their workplace demands maximum accuracy and precision in documentation of facts and figures related to accounts, debits, credits and transaction. Hence, to propose the course, needs analysis is done. Needs analysis includes survey with the help of questionnaire, semi structured interview and the written test i.e. an IELTS test to check the written proficiency of the participants so that they may meet the standards of their future workplace. The responses collected through the survey show that the participants lack enough proficiency in English Language to draft an effective document in the banking context where they record and confirm various operations. They need to improve their writing skill in the context of their workplace so to achieve maximum proficiency in producing any written document. Keeping in view the demands of the banking profession, an ESP Pre-service/In-service Extensive Writing Course is proposed in this study.
Do you have an idea for a novel (or a poem, or an article, or a play...) that you'd love to finally get down on paper? Whatever your aim, inside you'll find the advice and support to get you started and keep you going. From preparing a writing work-space to marshalling your material into both fiction and non-fiction genres, Creative Writing For Dummies has everything you need to help you unlock your creativity and make your writing sparkle.
Despite the importance of academic writing in higher education, proper attention has not been drawn to English language teaching (ELT) in China; as a result, Chinese students who learn English as a foreign language (EFL) generally have difficulty in constructing successful academic texts. While a growing number of Chinese students choose to pursue their higher education in Western countries, their incompetence in academic writing poses problems for their educational performance and academic attainments. This qualitative research aims to explore the causal factors by analyzing Chinese ELT textbook officially assigned for senior high education in an effort to examine how the textbook has helped English learners to develop their academic writing skills. The result revealed that the textbook had contributed very little to developing learners’ academic writing ability and consequently failed to guide students in their development of certain effective strategies; hence, the research suggests that academic writing teaching should be added to the curriculum and the author argues that the textbook in question should be upgraded.
Needs analyses are the cornerstone of English for Specific Purposes courses. This paper reveals a methodology and results of a needs analysis study which investigated students’ and instructors’ needs in one medical faculty in EFL context. For the purpose of the study, perceptions of the stakeholders of the current program were investigated via questionnaires and interviews. This article reports on the results of a needs analysis study which investigated medical students’ English language needs in an EFL context. Findings from the survey study indicate some constants in these students’ needs, e.g. a prioritizing of reading skills, as well as several evolving trends in the students’ and professors’ perceptions of their foreign language needs, including a greater recognition by the professors of the importance for academic writing skills for research purposes, and speaking and listening skills to ease professional communications at international conferences. Both students and professors also gave increasing emphasis on the overall importance of English and on the incorporating of technology into EFL instructional approaches. Suggestions for effective curriculum have been provided.
To tackle a bundle of resources for writing a research paper is not an easy task for an experienced instructor. Even worse, it is a confusing one for a student who is asked for the first time to write a research paper after studying several courses of essay writing. Writing a research paper needs not to be a frightening task. A research paper may be longer than most of all college essays, but a student will be given more time to complete it. Having a plan for work will make the process go smoothly. Over the years, I have arrived at a time-saving, ten-step, simple strategy for this. The first five steps prepare the student to write and the remaining steps helps in writing the documented paper.This book goes through these steps giving some examples from online resources.
The objective of this book is to provide students with fundamental requirements to facilitate thesis writing and improve writing skills. This book covers the standard of academic papers in the following disciplines: Development studies, Economics and Management, Human Geography, International relations, Political Science and Sociology. Nevertheless, students of other disciplines will find the contents of this book useful in handling their theses. This book answers the key questions: What is academic paper? What is the purpose of academic paper? What is expected from you? The author has a good knowledge of various research techniques such as Econometrics, Advanced Time Series, Qualitative, Quantitative, Mixed methods and Comparative Analysis. Besides, he is an expert in empirical modelling techniques. This means that in this book, the author provides students with expert guidelines that will help them write good theses both at undergraduate and postgraduate levels.
Writing is probably the most critical and challenging of the four language skills, even for native speakers of a language. Finding ways of helping language learners improve their writing ability, therefore, has always been a challenge for language teachers and researchers. Several attempts have already been made and a few techniques and activities have been proposed including controlled, guided, and free writing activities. This book compares the effectiveness of these activities on the cohesiveness of the argumentative writing of learners in an EFL context. It includes a theoretical review and an empirical analysis of the issue. This book may be useful for EFL learners as well as teachers who teach writing.
This study aims is to discover the best methods for geometry students to master proof writing. Students who are taught how to write proofs in a traditional setting find proofs to be very difficult. Studies have been conducted regarding the use of dynamic geometry software in proof writing. To further study the effects of proof writing using dynamic geometry software, freshmen students enrolled in an honors geometry course at a high performing suburban high school in Louisiana were given several proofs to complete, along with self-reflection surveys. During phase one of this research, twenty-four students were allowed to use Geometer’s Sketchpad while writing their proofs, while the other twenty-four students were using only paper and pencil to explore the figure involved in the proof. During phase two of testing, the control and experimental groups swapped places to uphold the equality standards of the course. Student self-reflection surveys show that some students enjoy writing proofs when using GSP, while others are indifferent. Along with the student surveys, the present study is an analysis of student work from those who had access to GSP to improve proof writing skills.
Adopting a structural move analysis, this book argues that native, ESL, and EFL graduate students differ in their writing of the generic structure of their thesis discussions. It is noticed that learners need to be educated to be aware of the importance of the move structure of 'discussions' as an important sub-generic part of any thesis, dissertation, or research paper. The book is useful for EFL/ESL composition teachers, classes, and journal authors.