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Guest editorial : selected papers from the 12th Conference of the European Association for the Teaching of Academic Writing
Get PDFThe guest editors of this special issue of the Journal of Academic Writing present a selection of papers from the 12th Conference of the European Association for the Teaching of Academic Writing, held at Zurich University of Applied Sciences in Winterthur, Switzerland, on 5–7 June, 2023
Editorial: Welcome to the Inaugural Issue of the Journal of Academic Writing: the Roles of Writing Development in Higher Education and Beyond
Get PDFThis Editorial introduces the inaugural issue of the Journal of Academic Writing
A Cross‐national View on the Organisational Perspective of Writing Centre Work: the Writing Centre Exchange Project (WCEP)
No full textThis paper gives insights into research conducted within the Writing Centre Exchange Project (WCEP), a research collaboration among three university writing centres in Sweden, Germany and Ireland, which focuses on organisational perspectives on writing centre work. WCEP rests on the theoretical framework of institutional work. Previous research, conducted in US writing centres, developed a model of institutional work in writing centres that includes specific Strategic Action Fields (SAFs) and collaborative learning as a means to interact with stakeholders. By using this model, WCEP has targeted ongoing institutional work intended to establish and sustain missions, goals and activities in and around writing centres. Drawing on participatory action research, WCEP explores the extent to which the institutional work at the three European writing centres correlates with the model. The main findings show that indeed the same strategic action fields are relevant, but furthermore, different subcategories emerge depending on the local context. This paper explores some of the subcategories that differ and draws conclusions for the institutional work of writing centre directors
Educational genres in Eastern Europe : a comparison of the genres in the humanities departments of three countries
Get PDFThe intercultural study of genres provides an opportunity not only to gain an understanding of the differences in writing cultures but also to sharpen the view on what is particular for each learning context.
As little previous research has undertaken systematic comparisons of genre systems at European universities, we collected data on educational genres used in writing from the Humanities departments of two universities in Eastern European countries (Romania and Ukraine) and one in a Southeastern European country (Republic of Macedonia).
A questionnaire with listed genre names was distributed at the three universities to assess the importance and the perceptions of academic genres in the respective cultures. Open questions were used to validate the results and gather hypotheses on the meaning of the mentioned genres.
Results show differences in the frequencies of genre use, which, however, do not allow typifying differences in the learning/writing cultures. Genres are labelled differently and emerge from different traditions but seem to resemble a similar pool of genres in each of the studied countries
From Apprenticeship Genres to Academic Literacy: Problematising Students’ and Teachers’ Perceptions of Communication Activities in an ICL Environment
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Reflections on writing and generative AI : a symposium
Get PDFThis symposium is an extension of a plenary forum on generative AI (hereafter GenAI) held at the EATAW Conference at Zurich University of Applied Sciences in Winterthur, Switzerland, in June 2023. Since the conference, AI – particularly the large language models (LLMs) shaping GenAI such as OpenAI’s ChatGPT – continue to develop rapidly with extensive integration and usage across disciplines and career sectors with educational and societal impacts.
Given these developments, we recognize the central role that writing instruction has in fostering critical literacies and engaged usage and, at times, non-usage of GenAI. Just as we have adapted our teaching and learning to other technological developments, so too are we now at a time of transition and adaptation. Our initial discussion at EATAW was wide-ranging, intentionally so because (1) there is so much to explore in relation to GenAI, and (2) the EATAW membership is diverse, coming from a range of academic backgrounds. Thus in our original plenary and here in this symposium we have raised issues ranging from specific pedagogical approaches to questions of program and institutional administration, to broader public issues and conversations about the relationship of humans to machines. Here in this written symposium we each raise a different issue related to GenAI and writing with the aim to foster dialogue and discussion about GenAI in writing-related contexts
Video tutorials as academic writing and research support for students of international business
No full textSeveral studies have made claims for the positive effects of the use of multimedia in education; however, there is a lack of systematic and comparable research, especially when it comes to video tutorials. Research also points to a difficulty in forming a strong conclusion when it comes to their effectiveness. This study evaluates the use and benefits of short screencast video tutorials, produced with Camtasia and published on YouTube, in preparing students for research-based writing assignments. The study employs a multi-method research design, comprising of analysis of video-tutorial viewership data from YouTube and a student questionnaire (n=76) on perceived benefits of these video tutorials. Both the data on how the tutorials are used as well as the questionnaire responses enable us to highlight which aspects of these tutorials positively affect the learning process, and importantly, how such tutorials should be adapted to be more useful. Findings indicate that the use of such tutorials is more dependent on the type of information (e.g. theory, instructions or examples) in the tutorials, than their length (within the range of three to six minutes) and that, novice, introductory-level students received greater benefit from the tutorials than more advanced, academic writing and research students
Writing Groups as Dialogic Spaces : Negotiating Multiple Normative Perspectives
No full textFacilitating sustained dialogic engagement in writing groups to support postgraduates’ research-based writing can be challenging. So far there is little research on dialogic strategies in such groups. Studies of tutor-student talk around texts highlight that different dialogic strategies can invite or exclude contributions. This article investigates how writing group participants negotiate different perspectives on academic writing practices in a multidisciplinary writing group. The study analyses six recorded meetings of multilingual master’s students writing in English at a Swedish university. It identifies dialogue patterns with diverging or converging perspectives, where students refer to a range of universal or discipline-specific norms. Reference to a generic yet unspecific norm creates a space for sharing diverging perspectives while reflecting on ones’ own writing. Applying perceived universal norms to others’ texts can close down dialogue. Awareness of dialogue patterns can help facilitators to decide when to step back and when to step in as moderators.</p
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