Entering the conversation: reaction papers in advanced academic literacy

Stacey, Jennifer; Granville, Stella

doi:10.1080/13562510902898908

Cited by 6 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Academic writing has been recognised to help learners develop critical thinking skills as the complexity of writing skills necessary increases from undergraduate to post-graduate level [ 15 , 16 ]. Scientific writing can encourage the development of self-expression, organisational skills, and both descriptive and observational skills [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

Sahoo¹,

Mohammed

2018

Korean J Med Educ

View full text Add to dashboard Cite

PurposeThis intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students.MethodsA research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. ResultsAnalysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills.ConclusionThis study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

show abstract

Section: Introductionmentioning

confidence: 99%

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

Sahoo¹,

Mohammed

2018

Korean J Med Educ

View full text Add to dashboard Cite

show abstract

“…To learn about writing research in graduate programs, we reviewed studies conducted in graduate seminars (e.g., Stacey & Granville, 2009), explorations of students' preparation of articles for publication (e.g., Lavelle & Bushrow, 2007;Mullen, 2001;Paré, 2010), corpus analyses of texts such as PhD theses (e.g., Starfield & Ravelli, 2006), and ethnographic case studies of graduate student writing in disciplinary communities (e.g., Prior, 1998).…”

Section: Writing In Graduate School: Theory and Researchmentioning

confidence: 99%

Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program

Stooke

Hibbert

2017

cjsotl-rcacea

View full text Add to dashboard Cite

Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master’s level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit academic writing pedagogies, students and instructors sometimes turned to simplistic advice received at school. The paper also discusses pedagogical challenges associated with the teaching of disciplinary writing genres in multi-perspectival fields such as Curriculum Studies. Dans cet article, basé sur une étude de cas qualitative de pratiques et de pédagogies de rédaction menée dans un programme universitaire d’éducation de cycle supérieur dans une université canadienne, il est question des rôles et des responsabilités des instructeurs concernant l’enseignement et les travaux de rédaction universitaire de soutien au niveau de la maîtrise. Les données ont été recueillies à partir d’entrevues individuelles approfondies, semi structurées, auprès de 14 étudiants de cycle supérieur et de huit professeurs. Les entrevues ont ensuite été analysées de manière thématique. La discussion se place dans le cadre pédagogique des littéracies universitaires (ACLITS - Academic Literacies Pedagogical Framework). Les données suggèrent que les attentes en matière de travaux de rédaction universitaire peuvent être des sources de stress extrême pour les étudiants de cycle supérieur. Les étudiants et les instructeurs n’ont pas de langue commune pour discuter les textes produits par les étudiants. En l’absence de pédagogies explicites en matière de travaux de rédaction universitaire, les étudiants et les instructeurs se tournent parfois vers des avis simplistes obtenus à l’école. Cet article présente également les défis pédagogiques associés à l’enseignement des genres disciplinaires de travaux de rédaction dans des domaines qui présentent des perspectives multiples tels que les études du curriculum.

show abstract

“…Second, that this discursive awareness should inform pedagogy at both undergraduate and postgraduate level. Third, that it may be worth exploring the use of more explicit pedagogy (Elton 2010;Stacey & Granville 2009), particularly in contexts where postgraduates are regarded as underprepared for research writing. Fourth, that greater attention needs to be paid to the writing of research, which should be seen as an integral aspect of the research process from the beginning, not as a final task to be completed after the research has been conducted (Badley 2009;Lee & Kamler 2008).…”

mentioning

confidence: 99%