Publishing academic texts in English: A Polish perspective

Duszak, Anna; Lewkowicz, Jo

doi:10.1016/j.jeap.2008.03.001

Cited by 152 publications

(87 citation statements)

References 5 publications

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“…Before designing the programme structure, the learning needs of the doctoral students were analysed with the help of a questionnaire and focus group. A 16-item questionnaire was developed based on the tools that have been used in the field of academic writing 14 , but are adapted to the specificity of the doctoral students in the target group whose second language is English. The rationale for the programme design was partially based on direct observations and conclusions drawn from hands-on experience for Ph D candidates at Babeş-Bolyai University.…”

Section: Designing the Intervention: Description Of The Modulementioning

confidence: 99%

An Innovative Approach for Delivering Academic Writing Courses

et al. 2017

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EUROPEAN research universities are facing a constant process of decline in the English writing and publishing skills of students against an ever-increasing pressure for research publications. This article presents the development and assessment of efficiency of an English academic writing (AW) programme implemented at Babeş-Bolyai University, a Romanian research-focused university, by offering insights into the following: (a) an intervention programme for English AW integrating formal writing across and in the disciplines (AID) modules with informal writing skills, and writing and publishing career development modules; (b) perceived and assessed efficiency of the programme; and (c) opportunities and challenges encountered at the institutional level. The intervention targeted doctoral students from different disciplines, and doctoral schools and with/without previous writing experience. This article not only suggests viable strategies to address the learning needs, challenges and opportunities of doctoral students at the institutional level, but also discusses the way in which the intervention is perceived in terms of efficiency and methodological approach. Designing the intervention: description of the moduleAcademic writing programmes in English are dedicated to improve professional performance at the MD or Ph D level, where research results should be rapidly put into practice 1-3 . Meanwhile, institutions are interested in developing such programmes to increase the publishing rate and assure international visibility of the research results 4 . The targeted academic writing skills required structured training programmes as they cannot be otherwise osmotically acquired 5,6 . As a result, several strategies have been developed, such as programmes based on the learners and their learning needs [7][8][9] or those that can be delivered to a non-selected group based on discipline, as writing in the disciplines requires specific conventions, is epistemological, and aims to acquire social practices 10,11 and combined approaches 12 . The AW programme structure relies on the shared purpose of writing and community discourse conventions as well as on the existing teaching traditions at the institutional level 9,10,13 . Before designing the programme structure, the learning needs of the doctoral students were analysed with the help of a questionnaire and focus group. A 16-item questionnaire was developed based on the tools that have been used in the field of academic writing 14 , but are adapted to the specificity of the doctoral students in the target group whose second language is English. The rationale for the programme design was partially based on direct observations and conclusions drawn from hands-on experience for Ph D candidates at Babeş-Bolyai University. As part of its own development strategy, the university applied for structural and cohesion funds available at that time through the SOPHRD 2007-2013. Hundreds of doctoral candidates in three consecutive cohorts (i.e. 2008, 2009 and 2010 enrolment) in natural ...

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Section: Designing the Intervention: Description Of The Modulementioning

confidence: 99%

An Innovative Approach for Delivering Academic Writing Courses

et al. 2017

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“…The top reason for a colleague not to respond, as some suggested, is "pressures on academics' time" ( [13], p. 47). In addition, Duszak and Lewkowicz [12] noted that 62% of their respondents were aged between 22 and 45, which is "likely to reflect the fact that younger academics are more willing to respond to requests for data of this nature" (p. 111). This suggestion can be interpreted as implying that younger academics may find the topic of the survey, namely perception of difficulties in writing for publication in English, particularly relevant for them and are therefore more willing to respond.…”

Section: Academics In Us Universities As Research Participantsmentioning

confidence: 99%

Accessing Fellow Academics as Research Participants: Constraints, Collegiality, and “Academic Citizenship”

Li¹

2015

Publications

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Abstract:In this paper I discuss some constraints and implications in accessing fellow academics as research participants, a topic that has rarely been addressed thus far in the literature. I will point out that a lack of cooperation from fellow academics may defeat our research purposes, and will survey some studies involving U.S., European, and Chinese academics as research participants to illustrate education researchers' efforts to work with fellow academics against the odds. By referencing my personal experience of engaging with Chinese academics, I will then discuss the role of personal contacts in research and reflect upon various constraints in accessing fellow academics as research participants. I will suggest that, when we do participate in a fellow researcher's project, the incentive is a desire to support our peers in the spirit of "academic citizenship."

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“…getting access to resources such as funding, research facilities, access to paid databases, English language itself which "belongs" to Anglophones) (Canagarajah, 1996(Canagarajah, , 2002Curry & Lillis, 2004. Further research includes studies on center-periphery scholars' practices in 5 European countries , Poland (Duszak & Lewkowicz, 2008), Venezuela (SalagerMeyer, 2008), Sudan (ElMalik & Nesi, 2008), Italy (Giannoni, 2008), Korea (Dong, 2009), Baltic sea region (Hogan-Brun et al, 2008). Findings from these studies also indicate that scholars' experiences vary across contexts and access to recourses influences their academic success (including writing for publication practices).…”

Section: Access To Key Resources In Writingmentioning

confidence: 99%

Successful ESL Writing for Publication: The Role of Writers’ Autonomy Linguistic Competence and L1/L2 Critical Reading Skills

Smirnova

2015

JLE

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The main aim of the research is to examine professional L1 (Russian)/L2 (English) writing experiences among staff members of one Russian research-intensive university as well as to provide more insights into the universal pedagogies of professional writing. The empirical paper focuses on assessing writers' ability to reflect upon linguistic competence, independent L1/L2 writing skills and L1/L2 critical reading issues which help multilingual scholars position themselves as successful writers in L1 and L2. Text-based semi-structured interviews aimed at measuring self-assessed overall writers' autonomy in L1/L2, linguistic competence and critical reading skills in their L1/L2 writing experience were conducted. The key findings include L1/ L2 writing features and support the idea that successful professional and autonomous writing seems to be closely related to a set of one's metalinguistic competences, defined in this paper as a critical reading competence, once a certain level of L2 proficiency has been achieved. The paper concludes with some pedagogical implications in the field of writing for publication.

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Publishing academic texts in English: A Polish perspective

Cited by 152 publications

References 5 publications

An Innovative Approach for Delivering Academic Writing Courses

An Innovative Approach for Delivering Academic Writing Courses

Accessing Fellow Academics as Research Participants: Constraints, Collegiality, and “Academic Citizenship”

Successful ESL Writing for Publication: The Role of Writers’ Autonomy Linguistic Competence and L1/L2 Critical Reading Skills

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