Reflexivity and academic writing: How supervisors deal with self‐discovery in student teachers' bachelor's theses

Studer, Patrick

doi:10.1111/ijal.12167

Cited by 3 publications

(5 citation statements)

References 12 publications

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“…In accordance with the strategy of teaching, Solin (2018) has highlighted the importance of teaching portfolio in academic recruitment. In line with it, Studer (2017) emphasizes the need for conducting reflexivity in academic writing.…”

Section: Introductionmentioning

confidence: 96%

Engaging EFL Students in English Phrases of Academic Writing: How and Why?

Wahyuningsih

2021

PRO

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Academic writing has played a significant role for academicians including EFL students in academic context. Indeed, it needs study and practice to upgrade this skill since academic writing is not really easy particularly for novice writers. This paper reports the importance of engaging EFL students in English phrases of academic writing to help them improve their academic works. Further, this study reports the EFL students’ responses to the practice of English academic phrases. This study anchors in a qualitative research. Data were garnered through in-depth interviews to ten students of English Department at Institut Agama Islam Negeri Kudus. Besides, a documentation was conducted to enhance their academic writing works. The results revealed that engaging EFL students in English phrases of academic writing has been beneficial for introducing work, referring to literature, describing methods, reporting results, discussing findings, and writing conclusions. Further, they become more familiar with a number of English phrases used in academic writing. Importantly, they become more encouraged to write academic papers and improve their publication.

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Section: Introductionmentioning

confidence: 96%

Engaging EFL Students in English Phrases of Academic Writing: How and Why?

Wahyuningsih

2021

PRO

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“…7 However, the academic setting that is to support nursing students in conducting their independent degree project and writing scientific texts is highly variable and sometimes inadequate. Previous studies have shown that nursing students feel their first years of education do not prepare them for developing scientific academic texts or for reflective writing with a sufficient level of academic rigor, 8 but mainly for a synthetic type of writing required in clinical scenarios. 9 Several models have been proposed for supporting students and providing them with the skills needed to write their degree projects.…”

Section: Introductionmentioning

confidence: 99%

Escorting Students into Responsibility and Autonomy (ESRA): A Model for Supervising Degree Projects

Jordal¹,

Eriksson²,

Salzmann‐Erikson³

et al. 2021

AMEP

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Background: Several models for how to support students and provide them with the skills needed to write their degree projects have been proposed. However, few attempts have been made to present a general model for students' academic work based on reasoning and communication skills rather than memorizing and mimicking their supervisors during their independent degree project. Objective: In the present paper, we propose a well-structured model that assists supervisors in promoting students' responsibility and autonomy, while at the same time maintaining a high level of support. Presentation: We present a step-by-step protocol based on a partnership model with a contractual style that focuses on students' academic work with their own texts through a process of alternating between abstract and concrete writing. This protocol, which is called the ESRA (Escorting the Students into Responsibility and Autonomy) model, can be utilized regardless of the content, specific aim and scope of the individual student's degree project. Discussion and Conclusions: We argue that this model promotes high levels of engagement and assumption of responsibility among students, while also offering a feasible structure for ensuring the steps to empowerment and autonomy. Use of the ESRA model is suitable when a constructive interaction between students and supervisors is desirable as a tool to achieve the learning outcomes of the degree project. Thus, the proposed model is one step toward giving a new generation of nurses the skills and ability they need to adapt in the changing world of the 21st century and to make promoting health a core mission of their profession.

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“…The different writing assignments that students must complete during the course of their degrees (e.g. final theses, seminar papers, practice reports, reflective diaries) are crucial in implementing research‐based learning (Studer, ). Academic writing is understood as the activity of constructing an original text using external texts (intertextuality) that gives rise to a final product which is the result of different written explanations and arguments (Teberosky, ).…”

Section: Introductionmentioning

confidence: 99%

“…Both reflexive and academic writing should involve a uniform and systematic process throughout the different degree courses. However, there is a wide gap between personal‐reflective writing tasks and those that focus on the development of scientific writing skills (Studer, ). Most writing tasks in university courses focus on reflective writing activities, which are highly useful for the development of critical thinking but, in many instances, lack academic rigor (Studer, ).…”

Section: Introductionmentioning

confidence: 99%

“…However, there is a wide gap between personal‐reflective writing tasks and those that focus on the development of scientific writing skills (Studer, ). Most writing tasks in university courses focus on reflective writing activities, which are highly useful for the development of critical thinking but, in many instances, lack academic rigor (Studer, ). The existing literature on this issue shows that students do not feel prepared to meet the standards required for the development of specific skills in academic writing.…”

Section: Introductionmentioning

confidence: 99%

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Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study

Aguayo‐González

Leyva‐Moral

Rafael

et al. 2020

Nursing & Health Sciences

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This study explores the perceptions of newly graduated nurses regarding the baccalaureate thesis (BT) writing process. A qualitative approach with content analysis was adopted. Thirteen newly graduated nurses participated in the study. The inclusion criterion was having completed the BT during their university education as nurses within 3 years of the study. Information was obtained through semistructured interviews. Data collection began in June 2018 and ended in March 2019, once saturation of information was reached. Three major categories were identified: the beginning of the process, the advantages of Baccalaureate thesis writing, and the teacher's role. The participants expressed that their training focused on a synthetic and particular type of writing that is necessary for clinical scenarios but not suitable for scientific academic texts. Additionally, reflective diaries were described as a powerful writing practice during their studies. Participants conceive the realization of the baccalaureate thesis as a difficult process, especially as regards selecting, synthesizing, and writing about the available information, processes that they indicated generate anxiety. Academic writing skills should be specifically included in the nursing curriculum.

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Reflexivity and academic writing: How supervisors deal with self‐discovery in student teachers' bachelor's theses

Cited by 3 publications

References 12 publications

Engaging EFL Students in English Phrases of Academic Writing: How and Why?

Engaging EFL Students in English Phrases of Academic Writing: How and Why?

Escorting Students into Responsibility and Autonomy (ESRA): A Model for Supervising Degree Projects

Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study

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