Advanced academic literacy development: a case study of a successful Chinese doctoral student

Ma, Rong

doi:10.1080/07908318.2018.1540633

Cited by 7 publications

(1 citation statement)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…EAP courses designed to support students’ academic writing show that teachers can positively intervene student learning (Grant, 2017; Klimova, 2015; Wilmot, 2018). For instance, teachers can play an important role in learner acquisition of EAP skills (Klimova, 2015), in creating opportunities for interactive language use (Grant, 2017) and in fostering students’ academic literacy development (Ma, 2019). Interventional courses show that learners who received formal instruction do better than those who did not although the latter had higher English proficiency levels (Raymond & Des Brisay, 2000).…”

Section: Introductionmentioning

confidence: 99%

Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective

Wang

Qin

2021

International Journal of Educational Reform

View full text Add to dashboard Cite

This paper reports on a pilot course responding to facilitating academic writing for an academic writing program implemented at a provincial key university in China. Taken from an activity theoretical perspective, it discusses the practical experience collected during a pilot process of designing, implementing, and assessing a genre-based approach to facilitating graduate students’ academic writing and assessing their academic writing competence. It argues that it is essential to take varied student interests into account in the structuring, delivery, and assessment to ensure academic success and that EAP programs are fruitful places for nurturing academic writing.

show abstract