Group items tagged

This UNSW Academic Support page is one in a series of short pages defining and exemplifying reflective writing. Topics include: What is reflective writing? How do I write reflectively? Examples of reflective writing The page entitled "How do I write reflectively?" lists resources for learning about mind-mapping.

This UNSW Academic Support page is one in a series of short pages defining and exemplifying reflective writing. Topics include: What is reflective writing? How do I write reflectively? Examples of reflective writing The page entitled "How do I write reflectively?" lists resources for learning about mind-mapping.

"This is now an "Open" group. It collects published resources relating to academic writing and research -- including "how to" guides for academic writers (both students and faculty), as well as studies about/on the processes of research and of writing about research" (About this group, ¶1, 2014.01.16).

In this TESOL Blog post (2014.09.19), Elena Shvidko shared descriptions from websites of 11 journals carrying "articles related both to research in second language writing and writing pedagogy" (¶1, 2014.09.22). - See more at: http://blog.tesol.org/excellent-academic-journals-to-stay-up-to-date-in-el-writing/#sthash.RB7SItgV.dpuf

"The PhraseBook helps you build advanced language competence and writing ability in English. Rather than concentrating on rules and exceptions as many books, the PhraseBook focuses on writing, providing the tools for you to write in your subject" (A tool for building advanced language competence and writing ability, ¶1, 2014.09.12).

This study examined the perspectives of both tutors at university writing centers and the Non-Native English Speaking (NNES) students who use the centers. Using qualitative methods, this study looked at perceptions of the academic writing needs of the NNES students, along with characteristics of tutoring sessions which made the sessions successful in the eyes of tutors and students. The study used interviews, observations, a survey, and artifacts to look at these topics and then compared the perceptions of tutors and students. Additionally, the study compared writing centers at two universities, one of which employs an English as a Second Language (ESL) specialist, in order to learn if employing this specialist affects success for the tutors and NNES students. Results indicate that student and tutor perceptions of student needs were similar in that they expressed consistent need for grammar assistance and help with low-order concerns (LOCs). Sessions at both universities were successful, according to tutors and students, if sessions focused on these grammar and LOC needs. Employing an ESL specialist did not affect the perceptions of students or tutors nor did it seem to effect the success of sessions for either students or tutors.

"Looking to publish your research but don't know exactly how? Dealing with procrastination or stress related to academic publishing? If you are feeling apprehensive about your writing or are becoming interested in publishing scholarly work, Practical Tips for Publishing Scholarly Articles is for you. Rich Furman and Julie T. Kinn have updated this fantastic resource with even more exercises and advice to help you through the writing and publishing process. Furman and Kinn guide readers through each step of publication from idea generation through structuring an article and journal selection to submission, revision, and collaboration" (deck, ¶1, 2014.03.03).

"Besides seeing projects as complex in space, the prolific also see them as complex in time. While novice writers see writing as "just writing," the prolific see it as a process consisting of these or similar stages: 1.        Conceptualization (a.k.a. note-taking or "noodling around") 2.        Planning and outlining (a little more structured than above) 3.        Research 4.        First Draft 5.        Revision(s) 6.        Final Draft 7.        Submission(s) 8.        Cash the Check (for freelance and other writers who get paid)" (Tales of Space and Time, ¶1).

This extract from Nygaard (2015) covered a three-step process for responding to requests for feedback on academic writing. Nygaard, Lynn P. (2015). Writing for Scholars: A Practical Guide to Making Sense & Being Heard. London, England: Sage Publications.

A weblog highlighting guides and other resources for academic writing and publication.

This academic publisher's webpage covers "a number of resources available to support you through the writing and submission process" (How to get published: Writing your article for publication, ¶1, 2015.03.10). Resources include a brochure, a presentation, a two-part video, and a link to the publisher's entire catalog of journals for previews of submission guidelines.

"The Student Center for Research, Writing, and Information Technology (RWIT) is a free service dedicated to helping members of the Dartmouth community develop more effective strategies for generating and organizing their ideas, finding and evaluating research sources, and presenting and revising compositions in a variety of media. "

"Writing Across Borders is a film for anyone who works with international students in a writing environment" (Details, ¶1, 2017.03.07).

"Academic publishing, mainstream journals, predatory journals, publishing ethics, early-career researchers, how to get published"

Olson, Linda. (2014). Guide to academic and scientific publication: How to get your writing published in scholarly journals. London, England: e-academia. Retrieved from http://www.proof-reading-services.org/guide/

"Patrick Dunleavy outlines seven upgrade strategies for a problematic article or chapter: Do one thing well. Flatten the structure. Say it once, say it right. Try paragraph re-planning. Make the motivation clearer. Strengthen the argument tokens. Improve the data and exhibits." (deck, 2014.12.19)

"The posting below looks at creating a summer plan to be more productive in your academic writing.  It is by Kerry Ann Rockquemore*, PhD, President and CEO of the National Center for Faculty Development & Diversity" (Folks, ¶1, 2014.07.14).

Schreiber, B. R., & Đurić, S. (2017). Alternative Venues: An EFL writing center outside the university. Praxis, 14(2). http://www.praxisuwc.com/schreiber-and-duric

"An academic or scientific abstract should briefly and comprehensively summarise the contents of the paper it precedes. It should not contain information that is not present in the article and it should report, not evaluate, what can be found in the paper" (Abstract, ¶1, 2015.07.11).