Written by a professional biologist who is also an experienced writing teacher, this comprehensive guide for students writing in biology, zoology, and botany provides detailed instruction on researching, drafting, revising, and documenting papers, reviews, poster presentations, and other forms of science writing. The sixth edition features an expanded and revised chapter 1 on research strategies and sources, a greater diversity of examples from different subdisciplines (molecular biology, animal ecology, and genetics), and new technology tips throughout for searching databases and using software designed for charts, graphs, note-taking, and documentation.
The Writing strand prepares students for academic written work by teaching them the language, content, and rhetoric needed for success in college courses. These texts build student confidence by presenting step-by-step, easy-to-learn processes for effective writing.
This book handles the use of English collocation in third year college students’ essay writings to identify the problems and suggest remedial work to overcome such problems. The use of collocations comes with practice, experience and exposure to the native language; hence college students face problems in the proper use of such combinations. . The thesis was done at Salahadin University in 2013, three colleges have been chosen, college of Languages, College of Educations and College of Basic Education.
This study is based on interviews of twelve participants who had been students in various sections of College Writing taught by the researcher. This study focuses on participant descriptions of the writing they did in the class and its transformative impact on them. Based on the literature that claims that writing can transform and heal writers, this study seeks to understand how university students make sense of the ways in which writing makes personal and social change possible. This study suggests that for these students writing is a sociocultural practice deeply imbedded in their sense of self and their constructs of knowledge and power. This study also suggests that writing in a classroom that creates the space for students to connect their subjective experience and knowledge with academic literacy practices is transformative. This study argues feminist poststructuralist discourse can offer teachers and students subject positions of resistance and agency so students may enter academic discourse communities as speaking subjects and teachers may work toward a more transformative educational practice.
This book is a teacher in itself, intended to guide students of tertiary institutions including researchers on one easy way to write papers for submission to a journal. The language used is kept as simple as possible for easy understanding. The book gave a general background to writing scientific research papers, what to consider before starting to write a scientific paper, how to attract other readers to your work and it enables the reader to know the qualities the editors and referees will be looking for in a paper as part of its consideration for publication. It takes each of the main parts of a research paper and looks at what usually goes into them with practical examples. Writing research papers is too wide a field to be able to cover every aspect in one small book. Other books deal in greater detail with other areas of scientific writing especially its technical details. It is not meant to be complete but as a basic introduction. I hope that the book will assist many scientists as they undertake the difficult task of writing their papers for submission to International Scientific Journals. I am delighted to publish this book and make it available to the developing world.
On the surface, it would appear that a classroom offers a universal experience. In reality, however, the individuality of human beings shapes this experience within a singular perspective that personalizes it into a unique story. This dissertation research project undertook to explore the concept of teacher knowledge as it applied to a particular community college instructor and how that knowledge was communicated to a particular developmental writing class. The collected data is reported through the narrative lens, offering a powerful collaboration of teacher and student stories intertwined through a shared educational experience. Upon entering their classroom, readers will “hear” the voices of the instructor and students, frequently offered in their original state—unvarnished, raw with emotion, and sincere.
The ability to compose among college students is far from satisfactory according to the author's teaching experience and their scores in CET 4. Being one of the fundamental skills in language learning, writing is inevitably an indispensable part in English teaching. However, the writing teaching is rather time-consuming but unrewarding due to large class size and tight class time for those non-English majors.Based on the literature review of feedback and teacher feedback, the author carries out a questionnaire investigation in the college where the author works. After the investigation and the analysis of the results of the questionnaire, more insights about the feedback giving has been acquired. It is strongly believed that mare changes and revision should be taken to perfect the feedback giving in class as well as a variety of feedback styles and multi-draft writing.
This book is a collection of some of the recent research papers carried out by the author. The first paper deals with the relationship between language and gender. The second paper reviews the research on cognitive theory, with special reference to listening comprehension skill. The third and fourth papers deal with the skill of L2 writing from different perspectives. The fifth paper examines the skill of L2 reading from linguistic, cognitive, and cultural perspectives. The sixth paper deals with L2 learners'' grammaticality judgments. The seventh and eighth papers deal with different aspects of L2 writing from both linguistic and cognitive perspectives. The ninth and tenth papers belong to the areas of contrastive linguistics and translation, respectively.
If your writing is preventing you from getting the score you need in IELTS, Collins Writing for IELTS can help. Don't let one skill hold you back. Collins Writing for IELTS has been specially created for learners of English who plan to take the Academic IELTS exam to demonstrate that they have the required ability to communicate effectively in English at university. What is IELTS? The International English Language Testing System (IELTS) is sat by over 1.4 million candidates around the world every year. It is the most common test used by universities for foreign students to prove their language level. IELTS is also increasingly used for immigration purposes, with Australia, New Zealand and Canada all requiring visa applicants whose first language is not English to submit an IELTS grade. The system tests candidates' Reading, Writing, Listening and Speaking in four separate papers. Usually, students must gain a good mark in all four skills in order to gain entry to the course, job, or country of their choice. For this reason, candidates will often sit the exam numerous times to secure the score that they need. There are two IELTS Writing papers: General and Academic. Collins Writing for IELTS concentrates on the Academic paper.
DESCRIPTION 50 Sample essays from successful college applications give a great idea of what colleges are looking for, also includes tips and advice on writing the essay, including content, style and format. VERY creative and compelling essays get creative juices flowing. Expert advice from admissions officials at Yale, Stanford, Penn, and other top schools on essays, admissions, and more is also included.