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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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| 8 |
Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Into Scripted Curricula
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In: Middle and Secondary Education Dissertations (2021)
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Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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| 10 |
Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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| 11 |
Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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| 12 |
Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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| 13 |
English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica, Vol 40, Iss 1, Pp 59-74 (2021) (2021)
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Abstract:
There has been widespread concern over the issue of nonnative speakers’ engagement in English for Research Publication Purposes (ERPP). The question of what kind of language for research writing is expected from international journals calls for further research. This study reports on a qualitative analysis of 140 journal submission guidelines in a specific engineering discipline (i.e., Chemical Engineering, henceforth CE). The findings highlight that while the majority of the guidelines tend to ask for native-like English, there is an emerging inclusive trend calling for clarity and understandability in response to the diversity of English adopted by global scientific communities and also the underlying disciplinary practices of science and engineering (S&E). The study echoes and extends the literature on ERPP. The implications are discussed mainly in two aspects. Journal policy makers of engineering journal guidelines are expected to consider linguistic diversity in manuscript review and publication. Academic writing instructors can design reading activities using Instructions for Authors in target journals for novice writers to have a systematic and solid understanding of journal language policies, or invite nonnative disciplinary researchers to share their experience in ERPP writing practices.
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Keyword:
academic writing instruction; english as a lingua franca (elf); english for academic purposes (eap); english for research publication purposes (erpp); international academic publishing; journal submission guidelines; Language and Literature; P; P1-1091; Philology. Linguistics; science and engineering
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URL: https://doaj.org/article/b85e5fc0ba324a05b71af3c209480432
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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| 15 |
A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 50-71 (2021) (2021)
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| 17 |
Designing Student Participation in Synchronous Writing Instruction
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| 18 |
Writing Centers and Students’ Experiences with Writing in College
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Chen, Vicky. - : eScholarship, University of California, 2020
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ...
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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