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Wyświetlanie 1-52 z 52
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:
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:
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:
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:
Essay as a Form of Academic Writing
Esej jako forma pisania akademickiego
Autorzy:
Medvid, Olena
Podolkova, Svitlana
Powiązania:
https://bibliotekanauki.pl/articles/445872.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
Tematy:
esej akademicki
struktura kompozycyjna
akapit
wprowadzenie
treść
wnioski
academic essay
compositional structure
paragraph
introduction
body
conclusion
Opis:
Pisanie akademickie zawsze miało pierwszorzędne znaczenie dla studentów. Pisanie jest podstawą nauki, więc rozwijanie umiejętności pisania w języku angielskim otwiera przed nimi większe możliwości. Artykuł analizuje różne rodzaje eseju akademickiego, określa wymagania niezbędne do skutecznego pisania, analizuje strukturę i funkcje jego elementów składowych oraz bada strukturę kompozycyjną akapitów.
Academic writing has always been of primary importance for post-graduate students. Writing is the basis of study, so developing the skills of writing in English opens higher opportunities for them. The paper considers different types of an academic essay, outlines requirements which are necessary for effective writing, analyses structure and functions of its constituent elements and examines compositional structure of paragraphs. The structure of an academic essay consists of introduction that includes thesis statement defining the content of the main part; body that presents argumentation of the problem. This part also includes compilation of other points of view and presentation of  the own theory.  Conclusion is the final part that summarizes the topics in the paragraphs and gives final commentary or recommendations of the writer. Compositional structure of a paragraph normally starts with the topic sentence identifying its main idea. It is  followed with supporting sentences developing the main idea and giving details, facts or examples, and the last sentence (concluding) which refers to the topic at the beginning of the paragraph or links the information with that coming up in the next paragraph. Such paragraph composition allows conveying information in the most effective way. Linking words and phrases (logical connectors) are normally used in the texts of academic essay and are classified on their functional purpose in the text. They realize coherent links between sentences and paragraphs and help students to convey their understanding best.  Academic writing, namely essays, teaches students to analyze and choose useful information for further research, to look at the ideas from a different prospective and to convey concepts and obtained results best to their target readers. An essay can be considered an effective form of different language skills control.     
Źródło:
Edukacyjna Analiza Transakcyjna; 2019, 8; 215-225
2299-7466
Pojawia się w:
Edukacyjna Analiza Transakcyjna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement
Autorzy:
Birhan, Amare Tesfie
Teka, Mulugeta
Asrade, Nibret
Powiązania:
https://bibliotekanauki.pl/articles/1371414.pdf
Data publikacji:
2021-07-09
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
academic writing
corpus linguistics
mediation
usage-based
Opis:
This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique.  Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.
Źródło:
Theory and Practice of Second Language Acquisition; 2021, 7, 2; 133-153
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Elementy wspólnego pisania na zajęciach pisania akademickiego – badanie pilotażowe
Collaborative writing during classes of academic writing
Autorzy:
Marzec-Stawiarska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1037572.pdf
Data publikacji:
2012-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
collaborative writing in foreign language
writing
academic text
wspólne pisanie w języku obcym
sprawność pisania
tekst akademicki
Opis:
The article discusses the issue of collaborative writing during classes of academic writing for advanced students of English as a foreign language. It describes a research project in which the influence of collaborative planning on the quality of written discourse was analysed. The research found that essays based on the plan constructed by students in pairs were better in terms of organisation, linguistic variety, content and accuracy than essays written by these participants individually. Moreover, the questionnaires written by the participants revealed their positive attitude to collaborative essay planning.
Źródło:
Neofilolog; 2012, 39/1; 41-54
1429-2173
Pojawia się w:
Neofilolog
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:
Gatunki naukowe i dydaktyczne w edukacji polonistycznej na Ukrainie
Polish academic writing for Ukrainian students. Genre analysis
Autorzy:
Busiło, Samanta
Powiązania:
https://bibliotekanauki.pl/articles/2147570.pdf
Data publikacji:
2022-01
Wydawca:
Towarzystwo Kultury Języka
Tematy:
język polski do celów akademickich
język polski w odmianie akademickiej ogólnej
kształcenie językowe studentów słowiańskojęzycznych
gatunki akademickie
Polish for academic purposes
Polish for general academic purposes
Polish language for Ukrainian students
academic genres
Opis:
Artykuł wpisuje się w krąg badań glottodydaktycznych z zakresu dydaktyki nauczania języka polskiego jako obcego w odmianie akademickiej ogólnej oraz lingwistycznych w obszarze stylistyki języka polskiego i genologii. Porusza zagadnienie kształcenia językowego studentów z Ukrainy podejmujących studia w Polsce. Autorka analizuje specyfikę rozwoju kompetencji w zakresie rozumienia i tworzenia tekstów reprezentujących gatunki naukowo-dydaktyczne w perspektywie porównawczej polsko-ukraińskiej z uwzględnieniem zjawiska interkomprehensji i interferencji językowej. Na podstawie analizy praktyk edukacyjnych w Polsce i na Ukrainie, a także tekstów prac dyplomowych studentów z Ukrainy, opierając się na własnym doświadczeniu pracy dydaktycznej, autorka przedstawia propozycję katalogu gatunków akademickich oraz błędów w redakcji tekstów naukowo-dydaktycznych typowych dla osób słowiańskojęzycznych.
The paper analyses the issue of academic writing in Polish. The author analyses the specific characteristics of the development of competences in the field of understanding and creating texts representing scientific and didactic genres from the Polish-Ukrainian comparative perspective, taking into account the phenomenon of intercomprehension and linguistic interference. Based on the analysis of educational practices in Poland and Ukraine, as well as the texts of the diploma theses of students from Ukraine, based on her own experience in teaching, the author presents a catalogue of academic genres and frequent errors in academic writing made by Ukrainian students.
Źródło:
Poradnik Językowy; 2022, 790, 1; 226-250
0551-5343
Pojawia się w:
Poradnik Językowy
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:
Refleksja metapoznawcza w procesie kształtowania sprawności pisania
Metacognitive Reflection in the Process of Developing Academic Writing Skills
Autorzy:
Łompieś, Jan
Powiązania:
https://bibliotekanauki.pl/articles/1192565.pdf
Data publikacji:
2018
Wydawca:
Krakowskie Towarzystwo TERTIUM
Tematy:
autokorekta
autorefleksja
język obcy
kompetencja
metapoznanie
pisanie
refleksja metapoznawcza
samoocena
sprawność pisania
self-correction
self-reflection
foreign language
competence
metacognition
metacognitive reflection
self-assessment
writing skill
Opis:
W artykule omówiona jest rola refleksji metapoznawczej i systematycznej praktyki pisania dla kształtowania sprawności tworzenia tekstów w języku obcym. Wychodząc od przedstawienia wybranych opinii i badań nad niskim poziomem pisania efektywnością kształcenia sztuki tworzenia tekstów pisanych autor podejmuje próbę weryfikacji hipotezy o pozytywnym wpływie refleksji metapoznawczej, a także praktyki systematycznego pisania, w tym także metodą freewriting, na rozwój sprawności pisania. Hipotezę autor stara się zweryfikować w toku własnych zajęć ze studentami, podczas których grupa studentów przez jeden semestr uczestniczyła w systematycznym pisaniu podczas zajęć oraz praktykowała sterowaną przez nauczyciela autorefleksję nad przebiegiem i oceną wyników własnych prac. Ten quasi-eksperyment wstępnie wykazał pewien przyrost biegłości w pisaniu mierzonej długością tekstu w określonym czasie pisania oraz wzrost umiejętności autokorekty własnych tekstów kosztem jednak zwiększenia czasochłonności pracy tak studentów jak nauczyciela. Hipoteza wpływu wspomnianych czynników na wzrost sprawności pisania, także w aspekcie jakościowym, wymaga dalszych pogłębionych badań.
This article discusses the role of metacognitive reflection and the systematic practice of writing in shaping the ability to create texts in a foreign language. Starting with the presentation of selected opinions and research on the unsatisfactory level of student writing, the author attempts to verify the hypothesis of the positive influence of metacognitive reflection, as well as the practice of systematic writing, including the freewriting method, on the development of writing skills. The author tried to verify this hypothesis during his classes at the University of Warsaw. For one semester a group of students participated in systematic writing, practiced self-reflection on their writing, and evaluated the results of their work. This quasi-experiment showed a certain improvement in the students’ writing skills and ability to self-correct their texts. However, it is difficult to assess to what extent these individual factors, i.e. self-reflection and systematic writing, have contributed to the improvement of students’ writing skills. Therefore, the hypothesis about the positive influence of self-reflection and systematic writing on enhancing writing skills requires further in-depth research.
Źródło:
Półrocznik Językoznawczy Tertium; 2018, 3, 2
2543-7844
Pojawia się w:
Półrocznik Językoznawczy Tertium
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Paradoksy pisarstwa akademickiego i wyzwanie podwójnego kodowania
Paradoxes of Academic Writing and the Challenge of Double Coding
Autorzy:
Tabaszewska, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/52896814.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
pisanie akademickie
naukowość
podwójne kodowanie
humanistyka
academic writing
scholarly character
double coding
humanities
Opis:
Artykuł podejmuje temat pisarstwa akademickiego i wychodząc od eksperymentu myślowego, polegającego na próbie opisania „idealnej książki” naukowej oraz akademickiej, opisuje wymagania stawiane książkom naukowym, zwłaszcza humanistycznym. Celem tekstu jest nie tylko opisanie sprzecznych wymagań, stawianych książkom naukowym (oraz technik omijania tychże sprzeczności, między innymi przez techniki podwójnego kodowania), lecz również obrona różnorodności akademickich form wypowiedzi, także tych tradycyjnie uważanych za niezbyt przystępne dla czytelnika spoza kręgów uniwersyteckich.
The article discusses the topic of academic writing and describes the requirements set for scholarly books, and especially those in the humanities, starting off with a thought experiment, in which an attempt is made to describe the “ideal” scholarly and academic book. The aim of the article is to not only describe the contrary requirements set for scholarly books (and the techniques implemented in order to avoid said contrary requirements, including the method of double coding) but also to defend the diversity of academic forms of expression, inclusive of the forms which have been traditionally seen as inaccessible for the reader from outside of academic circles.
Źródło:
Konteksty Kultury; 2024, 21, 1; 30-42
2083-7658
2353-1991
Pojawia się w:
Konteksty Kultury
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Cross-cultural differences in the use of rhetorical strategies in academic texts. An English and Czech contrastive study
Autorzy:
Kozubíková Šandová, Jana
Powiązania:
https://bibliotekanauki.pl/articles/2054284.pdf
Data publikacji:
2020
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
rhetorical strategies
Anglophone academic writing tradition
Czech academic writing tradition
strategic hedging
research article
research thesis
Opis:
Academic authors employ various language means in order to construct and disseminate knowledge, to sound persuasive, to undergird their arguments, but also to seek agreement within the academic community. The aim of this paper is to analyse a selected group of rhetorical strategies used by Anglophone and Czech authors of Linguistics research articles (RAs) and research theses (RTs). These strategies are assumed to vary in both academic genres since the position of their writers within the academic community differs. Even though authors of RAs have to meet reviewers’ requirements in order for their article to be published, so their relative position may be lower than that of the reviewers’, authors of RAs may have the same “absolute status” as the reviewers may be just as expert in that particular field. By contrast, the status of research students is lower than that of their evaluators both in relative and absolute terms. Even though students may gain some learned authority in presenting an original contribution, their assessors command both learned and institutional authority, hence are endowed with a higher status. Apart from comparing rhetorical strategies used in RAs and RTs, the paper focuses on cross-cultural differences between Anglophone and Czech academic writing traditions.
Źródło:
Linguistica Silesiana; 2020, 41; 177-195
0208-4228
Pojawia się w:
Linguistica Silesiana
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 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:
Expresivita jazykových dokladů lingvistických studií
Expressivity of language forms in linguistic studies
Autorzy:
Vondráček, Miloslav
Powiązania:
https://bibliotekanauki.pl/articles/49071006.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Opolski
Tematy:
academic writing
expressivity
emotionality
subjectivity
text example
Opis:
Academic writing is based on a pragmatic and neutral approach to all subjects of communicative situations as it needs to be objective. Language assumes adjustment of the subject of the author, topic and expressive means as well as a necessary distance from the addressee. Standards and norms of this style refer to different tools of suppressing subjectivity, eliminate expressivity, especially emotionality, and any negative components. It appears to be a stressful task to a certain extent for an author dealing with humanities. This contribution is aimed at examining mechanisms by which particular types of linguistic works and particular authors deal with the imperative of pragmatic/neutral, respectively. It shows the ways in which they explore accepted or border limits of expressivity in the realm of style of elements of the text.
Źródło:
Stylistyka; 2021, 30; 283-295
1230-2287
2545-1669
Pojawia się w:
Stylistyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Breslauer Germanistikstudenten schreiben Magisterarbeiten: Rückblick, Jetzt-Zustand und Ausblick
How students of the Department of German Studies in Wroclaw write their master theses: retrospect, current state and perspectives
Autorzy:
Cirko, Lesław
Powiązania:
https://bibliotekanauki.pl/articles/517781.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Academic Writing
German Studies
master theses
students’ problems
Opis:
The way master theses are prepared in the Department of German Studies, University of Wroclaw has changed over the last thirty years. The main objective of the present paper is to show how students‘ motivation has changed. The Bologna Process seems to be an important time frame, and at the same time a reason for many negative developments observed by the author. The paper addresses also what the author considers insufficient preparation of students to participate in the academic discourse, and the lack of knowledge about the true causes of students‘ problems among lecturers and professors. The author suggests that the seminar „Academic Writing“, introduced recently in the Department of German Studies may be a solution to the aforementioned problems.
Źródło:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft; 2019, 8; 81-93
2657-4799
Pojawia się w:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course
Autorzy:
Trepczyńska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/605626.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
EAP, academic writing courses, academic literacy, MA level writing needs, student and teacher expectations
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Academic courses aim to develop kinds of literacy that are significantly different from what students know from other contexts. Mastering ways of constructing knowledge in scholarly disciplines in a foreign language poses a considerable challenge, not only for the uninitiated. The challenge is none the less small for English for Academic Purposes (EAP) writing instructors as the currently observed diversity of student populations in master’s programs compels them to revise some of their long-standing assumptions and practices. The article reports on a study aiming to compare MA seminar teachers’ and beginner MA students’ perceptions of writing needs and an EAP course expectations and suggests how the responses can be used constructively in writing pedagogy.
Le numéro contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
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
Tytuł:
Homo academicus polonicus. Autoteorie jako twórcze i krytyczne pisanie akademickie
Homo Academicus Polonicus. Autotheories as Both Creative and Critical Academic Writing
Autorzy:
Adamczewska-Baranowska, Izabella
Powiązania:
https://bibliotekanauki.pl/articles/28408250.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
autotheory
subversion
emotions
memoir
academic writing
autoteoria
afekty
memuar
subwersja
piśmiennictwo naukowe
krytyka uniwersytetu
Opis:
Autorka przybliża i definiuje autoteorie, analizując polskojęzyczne przykłady: Znikanie Izabeli Morskiej, Polskę, rozkosz, uniwersytet Michała Pawła Markowskiego oraz Harcowanie na planie. Her-storia stawania się matką-akademiczką w polskim uniwersytecie Beaty Karpińskiej-Musiał. Z lektury tekstów wynika, że autoteorie łączące piśmiennictwo naukowe z memuarem mogą mieć potencjał krytyczny. Są też przykładem twórczego, literackiego piśmiennictwa naukowego.
The author explains and defines autotheories by analyzing Polish-language texts: Znikanie (Disappearance) by Izabela Morska, Polska, rozkosz, uniwersytet (Poland, Pleasure, University) by Michał Paweł Markowski and Harcowanie na planie. Her-storia stawania się matką-akademiczką w polskim uniwersytecie (Enter Stage Left. Her-story of Becoming Mother-Academic at a Polish University) by Beata Karpińska-Musiał. Upon reading of these texts, it becomes evident that there is a critical potential in autotheories that link academic writing with memoir. Autotheories are also an example of creative, literary academic writing.
Źródło:
Czytanie Literatury. Łódzkie Studia Literaturoznawcze; 2022, 11; 43-57
2299-7458
2449-8386
Pojawia się w:
Czytanie Literatury. Łódzkie Studia Literaturoznawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Functions of Meta-discursive Nouns: A Corpus-based Comparison of Post-graduate Genres in L1 and L2 English
Funkcje rzeczowników metadyskursywnych: porównawcze badania korpusowe gatunków akademickich w języku angielskim L1 i L2
Autorzy:
Yuvayapan, Fatma
Yakut, Ilyas
Powiązania:
https://bibliotekanauki.pl/articles/49330299.pdf
Data publikacji:
2022
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
academic writing
post-graduate genres
meta-discursive nouns
Opis:
Academic discourse is characterized by various linguistic features that academic writers utilize to maintain cohesion, reader–writer communication, and authorial stance. Recently, meta-discourse (MD) has received considerable attention as one of the most prominent linguistic and pragmatic features of academic writing. Despite the abundance of nouns in academic genres, there has been little attention paid to their meta-discursive functions. In this study, we intend to address this gap by exploring the usage of nouns, specifically in two important post-graduate genres: MA and Ph.D. theses written by both native and non-native academic writers of English. The analysis draws on a corpus of 1,148,992 words of MA and Ph.D. theses, and the concordance software, AntConc version 3.5.8, was utilized to calculate the frequency counts of MD nouns. Log-likelihood statistics were performed to determine whether there was a statistical difference among four corpora regarding the use of MD nouns. We observed cultural variations in the MD noun usage between native and non-native academic writers of English. The analysis also reflected the same rhetorical decisions by both groups of academic writers regarding the deployment of MD nouns in MA and Ph.D. theses. Hence, it may be suggested that a genre-based approach in academic writing courses may raise students’ awareness of socially and disciplinary-based norms of academic genres.
Dyskurs akademicki charakteryzuje się różnymi cechami językowymi, które autorzy akademiccy wykorzystują w celu utrzymania spójności, komunikacji między odbiorcą a autorem oraz wyrażenia postawy autorskiej. W ostatnim czasie metadyskurs zyskał znaczną rolę jako jedna z najbardziej znaczących cech językowych i pragmatycznych dzieł akademickich. Pomimo obfitości rzeczowników w gatunkach akademickich niewiele uwagi poświęcono ich funkcjom metadyskursywnym. W niniejszym artykule zamierzamy wypełnić powstałą lukę, badając użycie rzeczowników, szczególnie w dwóch ważnych gatunkowo pracach: magisterskich i doktorskich, napisanych zarówno przez rodzimych, jak i nierodzimych użytkowników języka angielskiego. Analiza opiera się na korpusie prac magisterskich i doktorskich liczącym 1 148 992 słowoform. Do ustalania konkordancji i obliczenia częstości użycia poszczególnych rzeczowników zastosowano oprogramowanie AntConc w wersji 3.5.8. Statystyka log-likelihood została przeprowadzona w celu określenia, czy istnieje statystyczna różnica pomiędzy czterema korpusami w zakresie użycia rzeczowników metadyskursywnych. Zaobserwowaliśmy różnice kulturowe w użyciu rzeczowników metadyskursywnych pomiędzy rodzimymi i nierodzimymi użytkownikami języka angielskiego. Analiza odzwierciedliła również te same decyzje retoryczne obu grup autorów akademickich dotyczące użycia rzeczowników MD w pracach magisterskich i doktorskich. W związku z tym można zasugerować, że podejście oparte na gatunku w kursach pisania prac akademickich może zwiększyć świadomość studentów na temat norm społecznych i dyscyplinarnych gatunków akademickich.
Źródło:
Cognitive Studies | Études cognitives; 2022, 22
1641-9758
2392-2397
Pojawia się w:
Cognitive Studies | Études cognitives
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
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:
Dimension linguistique, discursive et intellectuelle de la rédaction de texte académique en langue étrangère. Exemple des résumés de mémoires de licence et de master à la philologie française
Linguistic, discursive and intellectual dimension of foreign language academic text writing. Example of the summary of the BA & MA theses at the French philology
Autorzy:
Grabowska, Monika
Ucherek, Witold
Powiązania:
https://bibliotekanauki.pl/articles/2143368.pdf
Data publikacji:
2022-06-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
summary of a BA/MA thesis
academic writing
French philology
Opis:
The article focuses on the French summaries of BA & MA theses written by students of French philology at the University of Wrocław between 2015 and 2020. The objective is to determine to what extent the linguistic, discursive and intellectual dimensions of this short academic text constitute, for the students, a source of challenges during the writing process. The general conclusion is that very often the summary of a diploma thesis looks like a report detailing the activities of the student, instead of summarizing an intellectual trajectory and informing of the results of the research.
Źródło:
Studia Romanica Posnaniensia; 2022, 49, 2; 99-113
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
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:
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:
Expressing authorial self in research articles written by Polish and English native-speaker writers: A corpus-based study
Autorzy:
Hryniuk, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/780499.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
writer identity
authorial self
research article
academic writing
first person pronoun
Opis:
This cross-linguistic and cross-cultural, corpus-based study explores the notion of writer identity expressed through self-reference. The study examines how writers from two cultural regions – Polish and Anglo-American – construct a credible representation of themselves in writing. That is, it investigates the differences and similarities in the frequency of use, and the role of first person pronouns and determiners, in the corpora of 40 research articles in the area of applied linguistics – 20 written by Polish authors in English, published in Polish institutions, and 20 by native English speakers, published in Anglophone journals. Additionally, the frequency of use and the role of nominal lexical items referring to the writers, such as the author(s) and the researcher(s), are explored. The location of pronouns, determiners and the lexical items in the IMRD structure (Introduction-Method-Results-Discussion) is also researched, as certain types of pronouns and determiners were expected to occur in the given sections, depending on their functions. The results clearly show that there is a striking difference between the use of pronouns and determiners in the texts written by the two groups of writers. The findings carry important implications for formulating clearer instructions and developing appropriate writing strategies by novices writing for publication in EFL.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 621-642
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formulaic Sequences and Meta-Discourse Markers in Applied Linguistics Research Papers. A cross-linguistic corpus-based analysis of native and non- native authors’ published articles
Autorzy:
Assassi, Tarek
Merghmi, Kenza
Powiązania:
https://bibliotekanauki.pl/articles/2158862.pdf
Data publikacji:
2023-01-05
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
metadiscourse markers
formulaic language
academic writing
cross-linguistic
Hyland’s classification
Opis:
Metadiscourse markers and their importance to academic writing are essential research subjects nowadays. The current corpus-based study aims at identifying interactional and interactive metadiscourse markers in terms of frequency and function in the abstract section of published research articles in applied linguistics developed by Algerian, Saudi, and Native researchers. 20 research articles for each group, with a total of 60 articles have been randomly selected and compiled as the research corpus for this study, then analyzed qualitatively and quantitatively using AntConc.3.2.4 relying on Hyland’s classification of metadiscourse markers. As a comparative study, the research considered the abstracts written by natives as a benchmark and attempted to find an answer to the main inquiry related to the frequency of use of metadiscourse devices by Algerian and Saudi researchers in comparison to their Native counterparts. The main research results showed how close were Algerian abstracts to native ones in terms of using endophorics, frame markers, code glosses, hedges, attitude markers, and self-mentions. While Saudi abstracts were close to the benchmark only in two markers that are transitions and engagement markers. The rest of the devices were shown to be far from the native norm in both cases. The findings also revealed that the use of metadiscourse markers is not the only indicator of papers’ publication rate in indexed journals by comparing the corpus analysis results to the source of the articles (journals), to find that even if Algerian researchers publish less in high indexed journals in comparison to Saudis, they are still closer in using markers to the natives as a benchmark.
Źródło:
Academicus International Scientific Journal; 2023, 14, 27; 154-175
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Per una riconsiderazione dello standard: un’indagine sull’italiano scritto degli studenti universitari di Palermo e Messina
A New Standard Italian: Survey on the Academic Writing of Students of the Universities of Palermo and Messina
Autorzy:
Amenta, Luisa
Assenza, Elvira
Powiązania:
https://bibliotekanauki.pl/articles/446671.pdf
Data publikacji:
2018-11-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
standar
contemporary Italian
academic writing
norm
use
standard
italiano contemporaneo
scrittura accademica
norma
uso
Opis:
In the mid-1980s, Sabatini and Berruto theorised the need to support the Italian standard via non-standard varieties (“average use,” or neo-standard) towards which the norm’s barycentre progressively had shifted. Thirty years later, and in light of the dynamism that the uses of speakers have impressed on the system, the issue has become a central one yet again. This paper investigates the main features of university students’ written language. The corpus consists of 300 e-mails sent to professors and 150 drafts of degree dissertations, produced by students of the degree courses in Humanities, Foreign Languages, Education, and Communication of the Universities of Palermo and Messina. Despite lacking any quantitative relevance, the results of this research allow us to identify which features of neo-standard Italian are now accepted by speakers in their language uses at the level of (semi-)formal writing, such as academic writing, and to propose a new reflection on the need to redefine the norm of contemporary Italian.
A metà degli anni Ottanta, Sabatini e Berruto hanno teorizzato la necessità di affiancare all’italiano standard delle varietà non standard (“dell’uso medio” – neostandard) verso cui tendeva progressivamente il baricentro della norma. A trent’anni di distanza, e alla luce del dinamismo che proprio gli usi dei parlanti hanno impresso nel sistema, la questione torna a essere centrale. Il contributo presenta un’indagine sulle tendenze in atto nell’italiano scritto degli studenti universitari. Il corpus di analisi è costituito da email inviate ai docenti e bozze di tesi di laurea, prodotte da un campione di centocinquanta studenti dei corsi di Laurea di Lettere, Lingue, Scienze della Formazione e Scienze della Comunicazione delle Università di Palermo e Messina. Pur non avendo pretese di rilevanza quantitativa, i risultati della ricerca consentiranno di isolare tratti del neostandard oggi accolti negli usi dei parlanti in una scrittura medio/formale come quella accademica e di proporre una nuova riflessione sulla questione della ridefinizione della norma dell’italiano contemporaneo.
Źródło:
Italica Wratislaviensia; 2018, 9.2; 11-36
2084-4514
Pojawia się w:
Italica Wratislaviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Same Old Seminar in a New Written Format
Dawne seminarium w nowej formie pisemnej
Autorzy:
Yariv, Eliezer
Powiązania:
https://bibliotekanauki.pl/articles/1811298.pdf
Data publikacji:
2017
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
pisanie tekstów akademickich
seminarium
wykształcenie wyższe
studia licencjackie
academic writing
seminar
higher education
undergraduate studies
Opis:
Badania przeprowadzone w różnych dziedzinach zawodowych wykazały, że absolwenci szkół wyższych nie posiadają wystarczającej tzw. miękkiej wiedzy i umiejętności zawodowych, zarówno ustnych, jak i pisemnych. Niniejsza działalność badawcza analizuje proces i wyniki uczenia przyszłych nauczycieli przedszkolnych nowego sposobu pisania tekstów. W ramach kontrolowanego projektu 46 absolwentów studiów licencjackich w izraelskim college'u uczestniczyło w dwóch podobnych rocznych seminariach prowadzonych przez autora. Dziesięciu z nich zgłosiło się na ochotnika do grupy eksperymentalnej, która przygotowała swój projekt badawczy w formie profesjonalnie napisanego artykułu. Formuła tekstu była nowoczesna, stosunkowo krótka, tekst napisano prostym językiem, bez żargonu, w przeciwieństwie do artykułów ukazujących się w recenzowanych czasopismach akademickich. Grupa kontrolna, złożona z pozostałych 36 osób, napisała pracę seminaryjną zgodnie z wymogami pisania tekstów akademickich. Porównując zauważone u studentów umiejętności pisania tekstów akademickich w ramach poszczególnych tematów oraz między grupami, przed i po programie nie wykazano istotnych różnic. Wolne wnioski studentów dotyczące jakości pracy wyraziście opisują problemy, z jakimi borykali się oni na początku kursu, oraz satysfakcję, jakiej wszyscy doświadczyli po jego ukończeniu. Te nieoczekiwane wyniki są omawiane, poddaje się krytycznej ocenie uzależnienie od jednego tradycyjnego sposobu pisania tekstów akademickich i podkreśla znaczenie nauczania innych, nowatorskich i bardziej odpowiednich metod pisania tekstów, które spełniają obecne wymogi dotyczące życia zawodowego.
Studies in various professional domains have found that university graduates lack sufficient ‘soft’ professional knowledge and skills such as oral and written competencies. This current action research explores the process and outcomes of teaching preschool student teachers a new writing genre. Within a controlled design, 46 senior undergraduate students in an Israeli teachers’ college attended two similar annual seminars conducted by the author. Ten of them volunteered for the experimental group who wrote their research project in the format of a professional article. That format was a relatively short text written in simple jargon-free language, in contrast to the type of articles appearing in peer-reviewed academic journals. The control group (N=36) wrote A seminar paper according to the conventions of academic writing. Comparing students’ perceived academic writing skills within subjects and between groups, before and after the program showed no significant differences. The students’ open qualitative reflections vividly describe the problems they faced at the beginning of the course and the satisfaction they shared at the end. The discussion addresses these unexpected outcomes, criticizes the reliance on one conservative writing genre, and emphasizes the importance of teaching other up to date and more relevant genres that meet current professional demands.
Źródło:
Roczniki Pedagogiczne; 2017, 9(45), 3; 79-95
2080-850X
Pojawia się w:
Roczniki Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les possibles applications du français sur objectif universitaire dans un département de langues romanes
Potential implementations of French for academic purposes in the Institute of Romance Philology
Autorzy:
Lallouet, Jean-Marie
Powiązania:
https://bibliotekanauki.pl/articles/1050825.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
French for specific purpose
French for academic purpose
academic writing
types of discourse
academic discourse
course design
Opis:
French for academic purpose is a recent development of French for specific purposes. This new branch of didactics aims to facilitate studies of non-native speakers at French or French speaking universities. Its concern is also to analyze the needs and diffi culties of foreign students so that a tailored course enabling them to follow any course in their fi eld of study could be worked up. The purpose of this article is to see if such an approach can be applied into a department of French where French language is at the same time aim, content and means of study. It will be briefl y explained what French for academic purpose is all about. We will then outline the diffi culties experienced by our students when writing their BA and MA theses. Finally we will take into account the practical aspects and  difficulties of such an approach.
Źródło:
Studia Romanica Posnaniensia; 2014, 41, 3; 63-72
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Esej i narracja eseistyczna – próba rozpoznania istoty gatunku i możliwości jego uobecnienia w pedagogice
Essay and essay narrative – an attempt to recognize the essence of the genre and the possibility of making it present in pedagogy
Autorzy:
Krasuska-Betiuk, Marta
Powiązania:
https://bibliotekanauki.pl/articles/27318896.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
pedagogika kultury
esej literacki
eseje studenckie
pisarstwo akademickie
cultural pedagogy
literary essay
student essays
academic writing
Opis:
Artykuł ma charakter metatekstowego, analityczno-przeglądowego opracowania poświęconego esejowi jako autonomicznemu gatunkowi pisarstwa akademickiego. Celem tekstu jest zestawienie wyznaczników gatunkowych eseju i pokazanie możliwości wykorzystania jego elementów w kształceniu akademickim na kierunkach pedagogicznych. Chociaż esej jest sposobem wypowiadania się ściśle związanym z subiektywnością ludzkiego indywiduum, to jednak nie zwalnia autora z obowiązku komunikatywności. W pierwszej kolejności źródłem wiedzy o gatunku i jego wyznacznikach są głosy literaturoznawców – Jana Tomkowskiego i Tadeusza Sławka. Narracja eseistyczna nie jest obca pedagogom, dlatego następnie oddaję im głos, a na koniec spoglądam z perspektywy studenta, albowiem w dydaktyce akademickiej esej pełni funkcję zarówno tekstu użytkowego pisanego na potrzeby konkretnego przedmiotu, tutorialu, jak i w celach samopoznania, uruchomienia autorefleksji.
The article has the character of a metatextual, analytical and review study devoted to the essay as an autonomous genre of academic writing. The purpose of the text is to compile the genre determinants of the essay and to show the possibility of using its elements in the academic training of pedagogical majors. Although the essay is a mode of expression closely related to the subjectivity of the human individual, it does not relieve the author of the obligation to be communicative. First of all, the source of knowledge about the genre and its determinants are the voices of literary scholars – Jan Tomkowski and Tadeusz Slawek. The essay narrative is no stranger to pedagogues, so next I give them the floor and finally I look from the perspective of the student, for in academic didactics the essay serves the function of both an applied text written for the needs of a particular subject, a tutorial, and for the purpose of self-discovery, to trigger self-reflection.
Źródło:
Przegląd Pedagogiczny; 2023, 2; 97-113
1897-6557
Pojawia się w:
Przegląd Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
K vývoji českého odborného diskurzu: proměny struktury časopiseckých statí v průběhu osmdesáti let
Autorzy:
Hoffmannová, Jana
Powiązania:
https://bibliotekanauki.pl/articles/52157138.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Opolski
Tematy:
academic writing
phrasebank
Czech and English academic discourse
journal articles
the development of their structure and titles
Opis:
The aim of a current project at the Czech Language Institute, Czech Academy of Sciences, is to specify the characteristics of contemporary academic discourse with a focus on the structure of journal articles, i.e., the main components of the article(introduction – central part – conclusion) which are filled by more or less standardised steps and procedures. For example, in the introduction, the aims and topic are established, research questions are posed, the relevant literature is referred to, gapsin the previous research are indicated, and the like; and at the same time, prototypical metatextual phrases used to mark individual steps can be captured. Phrases, such as “Cílem našeho článku je upozornit na...” (The aim of our article is to drawattention to…), “Tomuto problému nebyla dosud věnována dostatečná pozornost” (This problem has thus far not received sufficient attention) will be the subject of a search using a corpus of journal articles, a comparison between Czech and English will be undertaken, and the results (in the form of a “phrasebank”) will be used in the teaching of academic writing to students at various levels. This contribution should add at least a partial historical dimension to the research – the main Czech linguistics journals “Naše řeč” and “Slovo a slovesnost” have been published since 1917 and 1935, respectively. It is thus possible to compare the structure of the articles published and the phrases used in them, e.g., during the period 1935–1940 and 80 years later, during 2015–2020. This comparison reveals some aspects of Czech academic discourse and, in the case of the most recent years, the degree to whichit is influenced by English-language academic discourse.
Źródło:
Stylistyka; 2023, 32; 129-148
1230-2287
2545-1669
Pojawia się w:
Stylistyka
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:
Second language academic writer identity, relations of power and discourse practices
Autorzy:
Lehman, Iga Maria
Anderson, Robin
Powiązania:
https://bibliotekanauki.pl/articles/2083351.pdf
Data publikacji:
2018
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
second language acquisition
academic writing
writer identity
relations of power
interdiscursivity
nabywanie drugiego języka
pisanie akademickie
tożsamość autorska
związki władzy
interdyskursywność
Opis:
Our purpose in this paper is to show how the output of academic student-writers demonstrates the different ways in which they react to the discipline’s discoursal demands and how that, in turn, forms their writer identity. We also argue that the current Second Language Acquisition (SLA) theory fails to adequately integrate notions of second language (L2) academic writer identity and the social contexts in which L2 writers produce their texts.
Naszym celem w tym artykule jest pokazanie, w jaki sposób twórczość studentów akademickich wskazuje na różne sposoby reagowania wobec dyskursywnych wymagań danej dyscypliny i jaki, z kolei, ma to wpływ na formownie się pisarskiej tożsamości studentów. Twierdzimy również, że obecna teoria nabywania drugiego języka (SLA) nie jest w stanie skontaminować pojęcia tożsamości autora akademickiego piszącego w drugim języku z kontekstami społecznymi, w których te teksty powstają.
Źródło:
Kwartalnik Neofilologiczny; 2018, 4; 507-516
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Eseizowanie
Essay-ing
Autorzy:
Iwasiów, Inga
Powiązania:
https://bibliotekanauki.pl/articles/1385935.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
essay
autobiography
essayistic
autobiographical
academic writing
literary criticism
awards in literature
esej
autobiografia
eseistyczność
autobiograficzność
pisarstwo akademickie
krytyka literacka
nagroda literacka
Opis:
Autorka wyjaśnia termin „eseizowanie” przez analogię z teorią autobiografii. Zadaje pytania wstępne o kobiecy esej oraz o wpływ krytyki literackiej na przyporządkowania gatunkowe. Przywołuje przykłady napisanych przez kobiety książek eseistycznych, wskazując, że ich „eseistyczność” i „autobiograficzność” są umowne i zależne od instytucji takich jak wydawnictwa, nagrody literackie, krytyka, uniwersytet.
The Author of this very article explains the term ‘essay writing’ through the analogy with the theory of autobiography. Main questions, asked throughout the article, concerns ‘womens essay’ and influence of literary criticism on multiple genre conventions. Furthermore there are discussed a few examples of women writers and their work in the field of ‘literary essay’. Books, written by women, sometimes described as ‘essayistic’ or ’autobiographical’, remain dependent on different institutions, such as: publishing houses and universities, and are related to literary criticism and awards.
Źródło:
Autobiografia Literatura Kultura Media; 2018, 10, 1; 7-12
2353-8694
2719-4361
Pojawia się w:
Autobiografia Literatura Kultura Media
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:
Pisanie o pracy akademickiej
Writing About Academic Labour
Autorzy:
Winn, Joss
Powiązania:
https://bibliotekanauki.pl/articles/1015559.pdf
Data publikacji:
2015-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Marx
abstraction
method
labour
negative critique
Marks
abstrakcja
metoda
praca
negatywna krytyka
Opis:
Niniejszy tekst wzywa do powrotu do teorii pracy rozwijanej przez Marksa, czy raczej do Marksowskiej negatywnej krytyki pracy oraz jej „decydującej” roli w rozumieniu ekonomii politycznej szkolnictwa wyższego. Autor twierdzi, że krytyka kapitalizmu i jego pozornej złożoności musi zostać podjęta w oparciu o bezpośrednią krytykę pracy, nie zaś z punktu widzenia pracy, jak miało to miejsce zarówno w marksistowskich, jak i nie-marksistowskich badaniach nad pracą. Przyglądając się egzemplarycznym artykułom poświęconym „pracy akademickiej”, niniejszy artykuł zwraca uwagę na fundamentalne znaczenie stosowania Marksowskiej metody abstrakcji w celu zrozumienia konkretnego społecznego świata kapitału. Na koniec sugeruje, że przyszłość pracy akademickiej leży raczej w jej zaprzeczeniu i przekroczeniu niż w wysiłkach mających na celu oparcie się „logice” pomnażania wartości.
This essay calls for a return to the labour theory of Marx, or rather to Marx’s negative critique of labour and its “pivotal” role in comprehending the political economy of higher education. It argues that a critique of capitalism and its apparent complexity must be undertaken through an immanent critique of labour, rather than from the standpoint of labour as has been the case in both Marxist and non-Marxist traditions of labour studies. Through a review of exemplar articles on ‘academic labour’, the essay draws attention to the fundamental importance of employing Marx’s method of abstraction so as to understand the concrete social world of capital. Finally, it proposes that the future of academic labour is to be found in its negation and overcoming rather than in efforts to resist the ‘logic’ of valorisation.
Źródło:
Praktyka Teoretyczna; 2015, 18, 4; 20-43
2081-8130
Pojawia się w:
Praktyka Teoretyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problemy składniowe w tekstach naukowych studentów filologii germańskiej: Kilka uwag o specyfice pisarstwa naukowego w języku niemieckim jako obcym
Syntactic problems in academic texts of students of German Studies. A few Comments on the specifics of the academic writing in German as a foreign language
Autorzy:
Schönherr, Monika
Powiązania:
https://bibliotekanauki.pl/articles/555525.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
academic writing
academic texts
scientific language
German as foreign language
syntax
syntactic problems
piśmiennictwo akademickie
teksty naukowo-akademickie
język naukowy
język niemiecki jako język obcy składnia zdania
problemy składniowe
Opis:
The purpose of the following paper is to reflect on the importance of academic writing in higher education and to discuss some difficulties both in the teaching process and practical implementation. For many students studying German as a second language producing academic texts in German is a daunting and „painful“ task. The complexity of the writing process often leads to many linguistic problems, especially in the area of the vocabulary, grammar and syntax. Why is academic writing so difficult for many students? One of many reasons is that the students haven’t enough practice in using what they have learned during their studies. Therefore, practising the academic writing skills should be supported at all levels within entire the higher education.
Źródło:
Applied Linguistics Papers; 2018, 25/1; 117-126
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Il progetto "Scrivere Come Risorsa Professionale nella Svizzera Italiana": aspetti linguistici quantitativi e qualitativi delle tesi di laurea nella Scuola Universitaria Professionale della Svizzera italiana
"Writing as a Professional Resource in Southern Switzerland": Quantitative and Qualitative Aspects of Bachelor’s Theses at the University of Applied Sciences and Arts of Southern Switzerland
Autorzy:
Cignetti, Luca
Demartini, Silvia
Puccinelli, Daniele
Powiązania:
https://bibliotekanauki.pl/articles/446310.pdf
Data publikacji:
2018-06-20
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
scrittura accademica
corpus di apprendenti
analisi automatica del linguaggio
italiano scritto
insegnamento della lingua
academic writing
Italian learner corpus
natural language processing
written Italian language
language teaching
Opis:
In questo contributo viene introdotto il progetto Scrivere Come Risorsa Professionale nella Svizzera italiana (SCRiPSIt), promosso dal Dipartimento formazione e apprendimento (DFA) della Scuola Universitaria Professionale della Svizzera Italiana (SUPSI). Il progetto si propone di identificare le difficoltà e gli errori più ricorrenti nella scrittura delle tesi di laurea in lingua italiana degli studenti di tre dipartimenti della SUPSI (Dipartimento Formazione e Apprendimento, Dipartimento Tecnologie Innovative, Dipartimento Economia Aziendale, Sanità e Sociale) e di una scuola affiliata (Accademia Teatro Dimitri), con l’obiettivo di migliorarne la qualità linguistica e formale. Dopo una descrizione degli obiettivi e dello stato attuale di realizzazione del corpus, ci si sofferma sull’illustrazione dei software impiegati per l’analisi automatica, sui primi esiti dell’analisi relativa al lessico e sulle potenzialità dell’impiego della pipeline Tint. I risultati del progetto consentiranno di attivare corsi specifici dedicati alla scrittura delle tesi di laurea e più in generale alla scrittura di tipo funzionale e professionale, con applicazione potenzialmente estesa a tutti i dipartimenti della SUPSI e alle scuole affiliate.
This paper describes the highlights of Project SCRiPSIt (Writing as a Professional Resource in Southern Switzerland), led by the Department of Teaching and Learning of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI). Located in the largest Italian-speaking population centre outside of Italy, SUPSI is a heterogeneous higher-learning institution with a strong emphasis on professional development. Project SCRiPSIt investigates a relatively large corpus of SUPSI bachelor’s theses by bringing together a heterogeneous research team featuring a combination of qualitative and quantitative research expertise in linguistics as well as in automated text processing. After a description of the key project objectives, we present an overview of the current state of the corpus and of the text-processing pipeline, along with some preliminary results.
Źródło:
Italica Wratislaviensia; 2018, 9.1; 35-50
2084-4514
Pojawia się w:
Italica Wratislaviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Per un’educazione alla scrittura accademica in italiano LS utilizzando i segni interpuntivi a partire da usi e interpretazioni degli scriventi di lingue slave
Towards Academic Writing in Italian as a Foreign Language with the Help of Punctuation Marks Starting from the Uses and Interpretations of Slavic-Speaking Students
Autorzy:
De Tommaso, Valeria
Powiązania:
https://bibliotekanauki.pl/articles/11541957.pdf
Data publikacji:
2023-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
punctuation
text types
writing skills
Italian as L2
Slavonic languages
punteggiatura
tipi di testo
abilità di scrittura
italiano LS
lingue slave
Opis:
This article focuses on the results of a survey on writing experiences during secondary school and the first two years of high school and on the use of punctuation marks in L1 and Italian L2 by Czech and Slovak learners. Students’ past experiences with punctuation marks in L1 and references in Czech/Slovak schoolbooks reveal a strictly syntactic approach; students practise the use of the comma only, which is assumed to have purely separating values. In order to help students develop language skills for academic writing in Italian L2 and to avoid choppy writing and lack of cohesion, the research findings suggest that the teacher should highlight the cohesive/linking values of punctuation marks. The contrastive approach can be useful to a certain degree: up to the point where the punctuation principles of the two languages are equivalent or where they seem to be equivalent.
L’articolo riporta le riflessioni nate da un’indagine sulle esperienze di scrittura prima e durante i primi due anni di università e sugli usi interpuntori nella propria L1 e nell’italiano LS da parte di apprendenti cechi e slovacchi. Le esperienze con i segni interpuntivi in L1 e i riferimenti presenti nelle grammatiche scolastiche ceche/slovacche fanno emergere un’interpretazione esclusivamente sintattica e un contatto parziale con il sistema interpuntorio poiché limitato al solo uso della virgola; a questo segno, inoltre, viene attribuito in L1 valore esclusivamente segmentante. Per un’educazione alla scrittura del testo accademico in italiano LS che contribuisca a superare fenomeni di frammentarietà, giustapposizione, scarsa coesione testuale, i risultati dell’indagine suggeriscono un’azione didattica che punti sui valori coesivi dei segni interpuntivi e che solo in parte si appoggi a un approccio contrastivo, ovvero quando la ratio interpuntoria dei due sistemi coincida o quando sembri coincidere.
Źródło:
Italica Wratislaviensia; 2023, 14.1; 57-76
2084-4514
Pojawia się w:
Italica Wratislaviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kompetencje akademickie studentów neofilologii. Postrzeganie problematyzacji w artykule naukowym
Academic competences of students of modern language studies. Perception of problematization in a scientific article
Autorzy:
Karpińska-Szaj, Katarzyna
Wojciechowska, Bernadeta
Powiązania:
https://bibliotekanauki.pl/articles/52446725.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
problematization
academic competences
strategies of reading
reading and writing academic texts
students of modern language studies
problematyzacja
kompetencje akademickie
strategie czytania
pisanie i czytanie tekstów akademickich
student neofilologii
Opis:
The aim of the article is to summarize current trends in research on advanced skills in reading and writing academic texts and to analyze the ways in which a research paper may be explored by students of modern language studies at master’s degree level. The cited examples of strategies for reconstructing the logic of a research paper refer to the perception and expression of knowledge from a specialized field in verbal interactions, after completing a task which combines reading a selected research paper and using its content in their own text. The main aspect of the analysis is problematization, construed as the principal (structural and logical) axis of an academic text.
Źródło:
Neofilolog; 2024, 63/1; 28-43
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The study of conceptual metaphors in ESAP L2 writing: range and variability
Autorzy:
Permyakova, Tatiana
Utkina, Tatiana
Powiązania:
https://bibliotekanauki.pl/articles/620641.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
metaphor
cognitive linguistics
conceptual metaphor models
academic discourse
professional discourse
English for specific purposes
English for academic purposes
L2 writing
Economics
metaphoric competence
Opis:
The article presents the study of the influence of professional competence of EFL learners on their academic writing. The task was approached through analyzing learners’ competence in specific knowledge domains - knowledge of terms and specific concepts, represented as conceptual metaphors. Conceptual metaphor models were analyzed in the English written texts produced by Russian students with different competences in economics – at both non-professional and professional levels of academic discourse (NPAD and PAD respectively). Metaphor Identification Procedure VU University Amsterdam (MIPVU) was applied to metaphor identification, and alternative metaphor and preferential conceptualization analysis was performed to compare the scope of source and the range of target in NPAD and PAD. Findings highlight the areas of commonality as well as divergence in terms of students’ professional competence represented in conceptual metaphors in L2 writing. The main differences in the scope of the source analysis are quantitative rather than qualitative. The range of target comparison between NPAD and PAD indicates a significantly larger range of targets for the professional level students, a lower level of metaphorization for the non-professional level, and inclusive strategies across the two levels. Practical recommendations suggest an improved research methodology for studying metaphor production in EAP and ESP as well as a deeper understanding of ESP content and its structure.
Źródło:
Research in Language; 2016, 14, 4
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Use of Corpus-Based Classroom Activities in Developing Academic Awareness in Doctoral Students
Autorzy:
Levchenko, Viktoriya
Powiązania:
https://bibliotekanauki.pl/articles/1998222.pdf
Data publikacji:
2017-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
corpus
corpus-based classroom activities
writing
academic awareness
language awareness
Opis:
The corpus-based approach in language education has driven an array of studies over the past few decades, including its application in developing academic awareness in second-language learners of English for academic purposes. Most publications that show ways of incorporating corpus-based classroom activities (C-BCA) concern concordance lines and lexico-grammatical studies with reference to teacher feedback. The present study examines postgraduates’ perception of C-BCA in English for academic purposes classes. A class of 10 postgraduate students from Samara University, Russia, participated in the research. Questionnaire results showed a positive perception of using C-BCA as a tool for writing assignments. The study also concerns an analysis of the students’ results in the writing assignments as a part of their academic awareness. Specifically, this sample study shows interdependence between the positive dynamics of postgraduates’ perceptions of C-BCA and good results of a writing examination.
Źródło:
The New Educational Review; 2017, 48; 28-40
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Extravagance and Reportage as Forms of Creation and Understanding. An Academic Frottage
Autorzy:
Płuciennik, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/2097168.pdf
Data publikacji:
2022-02-11
Wydawca:
Łódzkie Towarzystwo Naukowe
Tematy:
extravagance
understanding
creative writing
frottage
introduction
parergon
Opis:
In this editorial introduction to the issue, the author and editor of the journal “Zagadnienia Rodzajów Literackich. Formy kultury i teorii” tries to use several concepts to deal with eleven texts gathered in the issue. The main theoretical problem arises because the issue is not focused on a particular subject. Instead, the author of the introduction claims that most articles can be described using a concept of extravagance and the other ones — applying a concept of reportage. All writings in this editorial are described metaphorically as frottage and parergon. The first article is characterized using a generic concept of extravaganza and eccentrics. The second article is a description of the uses magic and modern enchantment as understood by Max Weber, the third — rococo and militancy. The fourth article is about translating on the margins, the fifth on multilingual postcolonial translation, the sixth on post-human analysis of national myths. The second part of the issue is more devoted to reportage in the context of gonzo journalism and storytelling and quality research, as well as crypto philosophy. The final point is about understanding as a passerby. Frottage and parergon are the most crucial theoretical concepts used in this editorial introduction. In the humanities, such concepts can be seen as political through and through.
Źródło:
Zagadnienia Rodzajów Literackich; 2021, 64, 4; 7-18
0084-4446
Pojawia się w:
Zagadnienia Rodzajów Literackich
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pratiche di stesura della tesi di laurea in italiano LS
Writing practices of the Master’s thesis in Italian as a foreign language
Autorzy:
Załęska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/2143348.pdf
Data publikacji:
2022-06-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Master’s thesis
academic discourse
rhetoric
genre
teaching
writing
Italian as foreign language
Opis:
In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that  is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.
Źródło:
Studia Romanica Posnaniensia; 2022, 49, 2; 21-33
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Power Relations and Identity Construction in Didactic Discourse: a Polish-English Comparative Study
Autorzy:
Lehman, Iga Maria
Powiązania:
https://bibliotekanauki.pl/articles/2076143.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
power relations
reader-oriented writing
academic writer identity
didactic discourse
discourse community
Opis:
This paper reports on the findings of these aspects of my own semi-ethnographic study which relate to the reader-oriented view of didactic discourse and emphasize the constitutive impact of social context (and the relations of power inscribed in it) on the formation of the writer’s self. Following Halliday’s (1978, 1994) approach to “language as a form of social practice” I will argue that power relations are a central force which mediates didactic discourse and profoundly affects the way student writers construct their authorial self.
Źródło:
Kwartalnik Neofilologiczny; 2015, 4; 557-566
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le contexte d’écriture, le contexte de lecture et la présence du pictural dans Le Turquett de Metin Arditi
The Context of Writing, the Context of Reading and the Presence of the Pictural in Le Turquetto of Metin Arditi
Autorzy:
Komandera, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/28408335.pdf
Data publikacji:
2023-12-16
Wydawca:
Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
Tematy:
Arditi
context of writing
context of reading
pictural
intermediality
Le Turquett
contexte d’écriture
contexte de lecture
le pictural
Opis:
This paper presents the importance of art in Metin Arditi’s life and work and examines if his novel Le Turquetto can be considered an example of pictural writing. First, we present the context of writing and the role of art in the writer’s personal experience. Then, we describe different thematic and formal manifestations of the pictural in his text, based on Liliane Louvel’s typology, to verify how intermedial references between literature and painting influence the reader’s reception.
Źródło:
Academic Journal of Modern Philology; 2023, 20; 243-251
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
« La vie de l’écrivain est dans l’ombre de l’écriture, mais l’écriture est une forme de vie » - quelques réflexion sur la « bio/graphie » de Visniec
“The Writer’s Life Exists in the Shadows of Writing, But Writing Is a Form of Life”: Some Thoughts on Visniec’s “Bio/graphy”
Autorzy:
Kucharuk, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/28408337.pdf
Data publikacji:
2023-12-16
Wydawca:
Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
Tematy:
Francophone literature
Visniec
totalitarianism
context
paratopia
Maingueneau
littérature francophone
totalitarisme
contexte
paratopie
Opis:
This article is an attempt to describe the reciprocal influence of Matéi Visniec’s life and work. Based on Dominique Maingueneau’s theory of literary context and the paratopia related to it, we try to go beyond the socio-political context of Romania at the relevant time, which undoubtedly influenced the then-young writer’s perception of the world. We are, however, more interested in Visniec’s specific attitude, reflected in his work, of facing the regime and censorship that forbade the publication and exhibition of his plays and the resulting paratopia. In line with Maingueneau’s notion of bio/graphie, we try to show that Visniec’s work both reflects his life experiences and shapes his life.
Źródło:
Academic Journal of Modern Philology; 2023, 20; 253-260
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les littératies du XXIe siècle face aux littératies académiques : les enjeux de l’enseignement de l’expression écrite pour les natifs du numérique à l’Institut d’études romanes de Wrocław
Twenty-First-Century Literacies Versus Academic Literacies: The Challenges of Teaching Written Skills for Digital Natives at the Institute of Romance Studies in Wrocław
Autorzy:
Grabowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/2020910.pdf
Data publikacji:
2020
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
academic literacy
twenty-first-century literacy
writing
modern language studies
Opis:
The aim of this paper is to prove that, following recent social and cognitive changes among native digital students, the teaching of academic literacies to neophilological faculty students in Poland should be linked to their practice of twenty-first-century literacies and general competences acquired thanks to the practice of these literacies during their informal learning in their free time. The language activity that interests us is written production: essential in the philological study program, distinctive (especially at C1/C2 levels), practiced during each semester, regularly assessed and subordinated to the final task of writing the BA or master’s thesis. Our methodology is based on the emic perspective of Pike 1967. We will present, in particular, the results from a survey addressed to the students of the Institute of Romance Studies concerning their learning and writing practice in French/Spanish/Italian and Polish, as well as some tracks of interpretation.
Źródło:
Academic Journal of Modern Philology; 2020, 9; 107-118
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
De l’écriture hybride dans le roman subsaharien de la nouvelle génération
Hybrid Writing in the Sub-Saharan Novel of the New Generation
Autorzy:
Serghini, Jaouad
Powiązania:
https://bibliotekanauki.pl/articles/28411483.pdf
Data publikacji:
2023-12-16
Wydawca:
Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
Tematy:
hybridity
intermediality
interartiality
Sub-Saharan novels
intergenericity
Hybridité
intermédialité
interartialité
roman subsaharien
intergénéricité
Opis:
The concept of hybridity continues to challenge researchers in literary and artistic studies. Derived from the field of biology, hybridity recalls the crossing of races and species. Stained with the seal of a curse, hybridity evokes impurity and bastardy. It is thus linked to transgression of the norm, to that which deviates from the natural order. When literary research examines the concept of hybridity, it seeks to identify its aesthetic, artistic, philosophical and political implications, and to study its forms of expression, in the arts and in literature. This study analyses the concept of hybridity in the new generation of Sub-Saharan Novels. Indeed, the sub-Saharan novel of the 1990s–2020s offers an opportunity to reflect on the question of hybridity within a broad vision that encompasses textuality, intermediality, interartiality and genre.
Źródło:
Academic Journal of Modern Philology; 2023, 20; 397-404
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Esej naukowy jako podstawowa forma wypowiedzi studenta – różnice między brytyjskim a polskim systemem edukacji wyższej w podejściu do krótkich prac pisemnych
Academic Essay as the Basic Form of Student’s Expression – Differences between British and Polish Higher Education Systems in Relation to Short Pieces of Written Work
Autorzy:
Hacaga, Maciej
Powiązania:
https://bibliotekanauki.pl/articles/1194542.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
essay writing
teaching methods
development of writing
higher
education
prace pisemne
esej
metody nauczania
rozwój umiejętności pisarskich
szkolnictwo
wyższe
Opis:
Współczesna gospodarka, oparta na usługach, wymaga od absolwentów szkół wyższych umiejętności sprawnego komunikowania się nie tylko w mowie, lecz także pisemnie. W polskim szkolnictwie wyższym, poza przygotowaniem prac dyplomowych, obszarowi temu poświęca się niewiele zainteresowania. Dla odróżnienia, w wyższym szkolnictwie brytyjskim esej stanowi jedno z podstawowych narzędzi nauczania i sprawdzania wiedzy. W artykule przedstawiono formy wykorzystania eseju w London School of Economics. Następnie przedstawiono problemy, z którymi jest związane jego potencjalne upowszechnienie w Polsce oraz sposoby ich rozwiązania.
Service‑based modern economy requires from workers to have good communication skills, not only spoken, but also written. However, in the Polish higher education system this issue, except of theses, does not gain much attention. In contrast, essay is one of the main tools of teaching and assessment in British academia. This paper presents how essay writing is used at the London School of Economics. Afterwards the author enters into a polemic with Polish scholars who articulate problems related to its wider use in Poland and suggests few ideas of how these challenges can be addressed.
Źródło:
Edukacja Ekonomistów i Menedżerów; 2018, 48, 2; 145-158
1734-087X
Pojawia się w:
Edukacja Ekonomistów i Menedżerów
Dostawca treści:
Biblioteka Nauki
Artykuł
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