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Fostering student engagement with feedback: an integrated approach
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Responding to supervisory feedback: Mediated positioning in thesis writing
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“The goal of this analysis …”: Changing patterns of metadiscursive nouns in disciplinary writing.
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International publishing as a networked activity: Collegial support for Chinese scientists
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Abstract:
Writing for international publication is a daunting prospect for all scholars but is particularly difficult for those off-network academics writing in an additional language. With little institutional support, they may solicit help from colleagues and other text mediators who do not share authorship. In this article, we investigate the experiences of 31 Chinese scientists seeking to publish in English, following their writing practices and use of discursive support by colleagues. We found that colleagues, although a valuable resource, were at best part of the solution.Many also turned to noncolleague text mediators, but with only limited success. Our study points to the need that institutions in non-Anglophone settings may need to sponsor systematic support to their scholars striving for international publication.
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URL: https://ueaeprints.uea.ac.uk/id/eprint/74302/ https://ueaeprints.uea.ac.uk/id/eprint/74302/1/AL_network_paper_for_Pure.pdf https://doi.org/10.1093/applin/amz071
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A tale of two genres: Engaging audiences in academic blogs and three-minute thesis presentations
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Academic naming: Changing patterns of noun use in research writing
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The Covid infodemic: Competition and the hyping of virus research
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“I believe the findings are fascinating”: stance in Three-Minute Theses
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Elements of doctoral apprenticeship: community feedback and the acquisition of writing expertise
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“There are significant differences…”: the secret life of existential there in academic writing
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The communication of expertise: changes in academic writing
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