Group items tagged

NB This resource was based on a corpus of graduate dissertations. "The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work.The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used.The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used.The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. "

discussing how the writing center can support students who need help tacking challenging academic texts

crowdsourcing a list of resources on academic literacy/style/writing

Kaplan University Academic Support Center Facutty Blog, entries about writing, writing center pedagogy, tutoring, etc. Has a search box to find various topics.

"The Journal of Writing Research (JoWR) is an international peer reviewed journal that publishes high quality theoretical, empirical, and review papers covering the broad spectrum of writing research. The mandate of the Journal of Writing Research is: to publish excellent and innovative writing research drawn from a range of academic disciplines (e.g. psychology, linguistics, pedagogy, design studies, communication studies, information and communication technology, learning and teaching) to stimulate interdisciplinary writing research to be fully international to apply high academic standards, including double blind peer review to share knowledge through open access "

WriteCast: A Casual Conversation for Serious Writers. 10-minute episodes on writing process and concerns such as thesis, audience, paragraphs.

WriteCast: A Casual Conversation for Serious Writers is a monthly podcast on academic writing produced by the Walden University Writing Center.

Jessica MurrayFlorida Atlantic University From Praxis: "When ESL writers write, they are attempting to be heard in an academic community. One of the academy's shortcomings is its disinclination to hear from writers who struggle with academic discourse. In a contact zone, such as a university that includes accomplished and novice academics, communication becomes a casualty (particularly with novices whose first language is not English)."

crowdsouring a list of tutorials on academic integrity

a report from an academic skills center that offers tutoring in developmental reading and writing and English intro courses; article on using the center to train potential English teachers; mailing list

working with students who don't know composition vocabulary/terminology

a discussion of distinctions between writing center tutoring and tutoring (English, writing, reading) that is offered by Learning Centers, Academic Skills Centers, etc.

ABSTRACT. This article investigates tutor dominance in academic writing tutorials within the framework of institutional discourse. Tutor gender and tutee gender and language proficiency, as well as the interaction of the three, are considered as exponents of interactant dominance. Pragmatic measures of tutor dominance selected are frequency of directives, directive type, and mitigation strategies. Analysis indicates that these features of tutors' speech remain relatively constant in interactions with male and female tutees or with native and nonnative speakers of English. These results suggest that institutional context outweighs gender and language proficiency in the definition of participant roles and the sanctioning of tutor dominance behaviors.

Noel Studio for Academic Creativity promotional video

discussing whether the ability to produce "academic voice" has value outside the academy

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 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.

The Consortium on Graduate Communication is an independent community of educators who provide professional development in academic written and oral communication to (post-)graduate students before and during their master's and doctoral degrees. The purpose of the CGC is to create online and face-to-face opportunities to discuss and share resources, ideas, research, and program models for this vital segment of international higher education. CGC members are interested in ESL/multilingual students as well as those studying in their first languages, and both written and oral communication.

A guide for developing and using general and discipline-specific academic vocabularies.

An example of the University of Montana Writing Center's Annual Report (2014-2015 academic year). The purpose of this report is to showcase for administrators the scope of our work as well as make visible a handful of the Writing Center's programs that reach across the curriculum. Authored by Kelly Webster, Director of the Writing Center.