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Tytuł:
Scientific writing for the biomedical sciences
Autorzy:
Hunt, M.J.
Ochmanska, M.
Cilulko-Dolega, J.
Powiązania:
https://bibliotekanauki.pl/articles/1805.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Opolski. Instytut Nauk o Zdrowiu
Tematy:
scientific writing
academic writing
scientist
career
article
publication
biomedical science
Opis:
Scientific writing is an essential part of a research scientist’s career and is usually the end process of many years’ hard bench work generating the data for publication. Clear communication of your research findings, the aims and potential importance of your work are the foundation of all good scientific manuscripts. Writing a scientific manuscript in English, especially if English is not your first language, can make an already challenging task even more difficult. The purpose of this article is to assist authors in the preparation of manuscripts intended for submission to peer-reviewed journals. The article mainly focusses on the biomedical sciences, but researchers of other scientific disciplines can also benefit from the content. We provide useful advice on all the main subsections of a standard research manuscript, from selecting an appropriate title, through to preparing a properly organized discussion. Advice on how each section should be arranged as well as points to be avoided can be found in the guide. As a general guide the most important point of a manuscript is that the research findings contained are presented clearly and accurately without excessive repetition or embellishment. Finally, this article closes with a section which contains language mistakes which are frequently made by authors whose first language is not English.
Źródło:
Medical Science Pulse; 2018, 12, 1
2544-1558
2544-1620
Pojawia się w:
Medical Science Pulse
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polish and Ukrainian University Students’ Perspectives on Academic Writing: A Comparative Overview
Autorzy:
Kozolup, Mariya
Kokor, Mariya
Savchynskyi, Ruslan
Powiązania:
https://bibliotekanauki.pl/articles/1112956.pdf
Data publikacji:
2021-01-19
Wydawca:
Polskie Towarzystwo Komunikacji Społecznej
Tematy:
academic writing
academic socialization
cognitive development
affective factors
writing instruction
Opis:
Communication, both written and oral, as the key to academic and professional success has received much scholarly attention in the academic communities of Western Europe and North America. However, in the Eastern European educational scene, teaching academic communication, especially academic writing, in institutions of higher education has been largely neglected for a long time. This research attempts to look at academic writing practices at two universities in Ukraine and Poland from the students’ perspectives. The survey conducted among students pursuing master’s degrees in education and pedagogy at both universities aimed to reveal their attitudes, beliefs and opinions in three domains: cognitive, social and affective. The results lead to some important inferences: students’ exposure to academic writing is insufficient; the potential of writing as a learning tool is not fully understood; students’ awareness of academic integrity is rather low. The tendencies observed across institutions are mostly similar with occasional significant differences.
Źródło:
Central European Journal of Communication; 2020, 13, 3(27); 352-370
1899-5101
Pojawia się w:
Central European Journal of Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Humour in Professional Academic Writing
Autorzy:
Warchał, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/783244.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
humour
English for Academic Purposes
academic writing
professional academic genres
Opis:
Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL students aware of the fact that “serious” writing tasks do offer some room for humour may draw their attention to the human face of academic writing, that is to the interactive, dialogic, and personal aspects of written academic communication.
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 1; 43-54
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of passive voice in academic writing. Evidence from Danish, Norwegian and Swedish as L1 and L2
Autorzy:
Horbowicz, Paulina
Skrzypek, Dominika
Sobkowiak, Mikołaj
Kołaczek, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/1154389.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
academic writing
passive voice
L1-writing
L2-writing
Scandinavian languages
Opis:
The paper studies the use of the passive voice in academic texts written in Mainland Scandinavian languages (Danish, Norwegian and Swedish) by their native speakers and by adult Polish learners of those languages. The corpus consists of 37 MA theses written in Scandinavia and in Poland. A number of referring verbs were chosen for the purpose of the analysis. The results show that while there are discrepancies in the use of the passive voice in texts written by Polish and Scandinavian students, they cannot be unequivocally diagnosed as resulting from the grammatical and stylistic influence of the mother tongue.
Źródło:
Folia Scandinavica Posnaniensia; 2019, 26; 4-26
1230-4786
2299-6885
Pojawia się w:
Folia Scandinavica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Personification in EFL learners’ academic writing: A cognitive linguistic stance
Autorzy:
Belkhir, Sadia
Powiązania:
https://bibliotekanauki.pl/articles/2043625.pdf
Data publikacji:
2021-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
personification
academic writing
EFL learners
higher education
cognitive linguistics
Opis:
The paper offers a report of a small-scale corpus investigation into some advanced EFL learners’ use of personification in academic writing within a higher education context (Mouloud Mammeri University). Its main objective is to shed light on the extent of the occurrence of this phenomenon in their writings. The question raised is whether the examination of their dissertations would reveal extensive use of personification. Conceptual Metaphor Theory constitutes the theoretical framework featuring in this research. Relying on the Metaphor Identification Procedure (MIP) (Pragglejaz Group 2007), six master’s dissertations are selected for examination, and a quantitative analysis of the identified metaphorically used words is conducted. The results of the study reveal an overwhelming manifestation of personification. These findings may constitute a small contribution to the field of education, as offering useful data to educational practitioners and researchers.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 2; 7-20
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE AFFECTIVE SIDE OF WRITING MA THESES IN APPLIED LINGUISTICS
Autorzy:
Wach, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/442925.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
pisanie akademickie
prace magisterskie
czynniki afektywne
lęk związany z pisaniem
emocje
strategie afektywne
academic writing
MA theses
affective factors
writing anxiety
emotions
affective strategies
Opis:
Academic writing, which necessitates a coordination of multiple higher-level cognitive skills, poses a challenge to graduate students. The heightened cognitive demands often cause negative emotions, such as stress, frustration, discouragement, but can also evoke positive ones, such as pride, satisfaction, and a feeling of accomplishment. This article reports the findings of a longitudinal qualitative study which aimed at exploring the emotions experienced by the participants, eleven students in an MA seminar, in the process of working on their theses, and the affective strategies they used. The data were collected through diaries kept by the participants over one academic year in which they recorded the emotions that accompanied them during the writing task. The data revealed a fluctuating and dynamic nature of the negative and positive emotions, out of which frustration and satisfaction were the most frequently experienced by the participants. Moreover, a range of affective strategies to control emotions and persist in writing were identified in the diary excerpts. The study illuminates the need to cater to the emotional side of graduate students’ thesis writing by providing them with support and appropriate training in self-regulation.
Źródło:
Neofilolog; 2019, 52/1; 119-137
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of Text-messaging on the Academic Writing of Arab EFL Students
Autorzy:
Al-Salman, Saleh M.
Saeed, Aziz T.
Powiązania:
https://bibliotekanauki.pl/articles/620966.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
academic writing
impact
reactions
text-messaging
Opis:
This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a student sample of the Arab Open University (AOU). The research findings show that Arab EFL students’ writing does not reveal a heavy use of texting features, which suggests that this phenomenon neither poses a serious threat nor adversely impacts students’ written English.
Źródło:
Research in Language; 2017, 15, 3; 237-252
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How to write a scientific paper? Lessons from a distinguished scientist and editor
Autorzy:
Ali, Shan
Szmuda, Tomasz
Wszołek, Zbigniew
Powiązania:
https://bibliotekanauki.pl/articles/895731.pdf
Data publikacji:
2020-05-29
Wydawca:
Gdański Uniwersytet Medyczny
Tematy:
editorial
publishing
scientific writing
academic writing
Opis:
This article is an instructive guide on how to write and publish a scientific article. It was inspired by a lecture given at the Medical University of Gdańsk by a distinguished professor. To further advance science, particularly in the currently emerging era of individualized medicine, the collaboration of researchers with a varied level of experience and from different areas of expertise is needed. It is vital to publish the results of research quickly and effectively. Knowing the basic mechanisms of writing and publishing will help to disseminate research results more effectively.
Źródło:
European Journal of Translational and Clinical Medicine; 2020, 3, 1; 74-78
2657-3148
2657-3156
Pojawia się w:
European Journal of Translational and Clinical Medicine
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effects of online learner-driven feedback on IELTS writing skills via Google Docs
Autorzy:
Ebadi, Saman
Alizadeh, Ali
Powiązania:
https://bibliotekanauki.pl/articles/2087086.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
learner-driven feedback (LDF)
peer-editing
academic writing
Google Docs
IELTS
Opis:
This study reports the results of a mixed-methods approach to investigate the impact of peer online learner-driven feedback (LDF) using Google Docs and peer-editing in a face-to-face classroom on EFL learners’ writing skill. As this study was conducted using a quasi-experimental design, two intact groups, each including twenty EFL learners, were selected as the participants of the study. They were attending an IELTS preparation course at a language school in Iran. To assess the learners’ IELTS academic writing skills, we used academic writing task 1 and task 2 and conducted semi-structured interviews to explore the learners’ perceptions towards the impact of online learner-driven peer-editing on writing tasks. An independent-samples t-test, along with two one-way MANCOVA, was used to analyse the quantitative data. The results showed that LDF-based peer-editing significantly enhanced the learners’ academic writing skills, compared to the conventional in-class feedback. The thematic analysis used to analyse the qualitative data shed light on the learners’ positive perceptions towards the effect of online learner-driven peer-editing on academic writing skills.
Źródło:
Teaching English with Technology; 2021, 21, 3; 42-66
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INSTANT MESSAGING LANGUAGE IN JORDANIAN FEMALE SCHOOL STUDENTS’ WRITING
Autorzy:
Rabab’ah, Ghaleb A.
Rabab’ah, Bayan B.
Suleiman, Nour A.
Powiązania:
https://bibliotekanauki.pl/articles/955480.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
texting
instant messaging
mobile communication
academic writing
cyber language
Opis:
This study seeks to examine the existence of Instant Messaging language phenomenon among female teenagers in some Jordanian private schools and its influence on their learning experience, mainly literacy. It also raises questions about the characteristics of textese as well as teachers’ attitude towards their students’ use of SMS language in their academic writing. The methodology used in this study involves the descriptive and quantitative analysis of writings taken from 320 female teenagers in four different private schools in Amman, Jordan following National and International Programs as well as the responses to a questionnaire filled out by 100 EFL teachers. Upon the examination of these writings, it becomes clear that Instant Messaging language appears in students’ writing, and teachers have reservations towards its use by their students in their writing. Data suggest that teachers should raise students’ awareness of this issue to help them effectively control and enhance the influence of Instant Messaging on their academic writing.
Źródło:
Teaching English with Technology; 2016, 16, 2; 116-142
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English
Autorzy:
Brůhová, Gabriela
Vašků, Kateřina
Powiązania:
https://bibliotekanauki.pl/articles/2049137.pdf
Data publikacji:
2021-10-06
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
learner corpus
VESPA
lexical bundles
that
stance
academic writing
Opis:
The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.
Źródło:
Anglica. An International Journal of English Studies; 2021, 30(2); 53-69
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Expertise en écriture académique – entre acculturation et conscience disciplinaire
Successful academic writing – between acculturation and disciplinary awareness
Autorzy:
Wojciechowska, Bernadeta
Karpińska-Szaj, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2143357.pdf
Data publikacji:
2022-06-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
academic writing
acculturation
disciplinary awareness,
novice researchers
Opis:
As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.
Źródło:
Studia Romanica Posnaniensia; 2022, 49, 2; 7-19
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Trenowanie siebie – trenowanie sobą. Sport w teoriach i praktykach intymistycznych
Training Oneself – One’s Self-Training. Sport in Autobiographical Theory and Practice
Autorzy:
Wolski, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/1399287.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
sports
intimate writing
academic writing
capitalism
sport
intymistyka
pisarstwo akademickie
kapitalizm
Opis:
Autor przygląda się akademickim narracjom sportowym tworzonym przez badaczy go uprawiających jako działalności redefiniującej własne granice poznania. Dowodzi, że tak zaprojektowana praktyka epistemologiczna pozwala negocjować warunki narzucane przez logikę kapitalistyczną.
The author presents the phenomenon of academic in the field of conducted by authors practicing various sporting disciplines as an example of epistemological meta-practice. He considers it an activity able to re-negotiate the boundaries imposed by the logics of late modernity and capitalism.
Źródło:
Autobiografia Literatura Kultura Media; 2017, 9, 2; 7-19
2353-8694
2719-4361
Pojawia się w:
Autobiografia Literatura Kultura Media
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O trudnościach w pisaniu – uwagi na marginesie lektury tekstów przesłanych do redakcji „Parezji”
Writing difficulties: comments resulting from the reading of texts submitted to be published in “Parezja”
Autorzy:
Korzeniecka-Bondar, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/962483.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii
Tematy:
academic writing
cognitive errors
formal errors
multiple reflection
pisarstwo naukowe
błędy poznawcze
błędy formalne
namysł
wielokrotny
Opis:
Celem artykułu jest ukazanie błędów w pisaniu zauważonych w maszynopisach przesyłanych do redakcji „Parezji”. Wyróżniono błędy o charakterze: poznawczym, strukturalnym, pragmatycznym, stylistycznym i formalnym. Wskazano na potrzebę namysłu wielokrotnego w trakcie procesu tworzenia tekstu oraz na wartość wspólnot naukowych, w których troszczy się o kształtowanie u młodych adeptów pedagogiki etosu rzetelnej pracy nad własnym warsztatem pisarskim.
The aim of the article is to show the writing errors found in the manuscripts sent to be published in “Parezja”. Cognitive, structural, pragmatic, stylistic and formal errors have been identified. The author emphasizes the need of multiple reflection during the process of composing the text and the value of scientific communities trying to instil the ethos of hard work on writing skills in pedagogy graduates.
Źródło:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2017, 2
2353-7914
Pojawia się w:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lexical verbs of epistemic modality in academic written English: disciplinary variation
Autorzy:
Szczygłowska, Tatiana
Powiązania:
https://bibliotekanauki.pl/articles/2119973.pdf
Data publikacji:
2022
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
academic writing
research article
disciplinary variation
epistemic lexical verbs
Opis:
The article examines the disciplinary preferences of medical and psychology writers of research articles (RAs) in the use of epistemic lexical verbs (ELVs), regarding their frequency, prominence, distribution across the RA sections, and recurrent phraseology. The results show that disciplinary affiliation affects these phenomena, as more ELVs are found in psychology than in medicine. Both groups prefer speculative judgements and quotative evidence and most frequently use ELVs in Discussions. Yet, psychology authors are more balanced in their preferences and rely on a wider selection of frequent ELVs which are often combined with self-mention. Medical authors are more inclined towards deductive ELVs. Disciplinary differences are also observed in the choice of the specific ELVs, their frequency distributions and phraseology in the distinct RA sections.
Źródło:
Linguistica Silesiana; 2022, 43; 91-111
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł

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