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The ability to publish research papers is a must for scientists nowadays. Ideally, at the very beginning of their career, young researchers, PhD students, should be instructed in writing research papers and should get feedback on their texts. In this study, the first manuscripts from 22 doctoral students, non-native English speakers, 223 pages were analysed for errors in grammar, spelling, punctuation, and style. For each type of error and each student, the average per page was calculated. The most frequent errors were identified in using articles, formal features, missing information, and the use of inappropriate words. Individual students showed significantly different levels, which reflected their previous language training and the approach (responsibility) to completing the task. The results will be used to modify the course in Academic Writing (more attention paid to the most frequent errors) and individual work with students. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Calidoscópio is the property of Universidade do Vale do Rio dos Sinos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Estudos da Linguagem is the property of Revista de Estudos da Linguagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper investigates whether the use of songs as a prompt for writing an academic response paper can bring a noticeable change in the performance of the students' in-class writing activities. The study is conducted by collecting data from 50 students of the Composition and Communication English Course of East West University of Bangladesh where all the students have almost the same level of linguistic competency. Among these 50 students, 25 students are given the lyric of a motivational song and are asked to write a response paper on a given prompt whereas, the other 25 students are also asked to write a response paper on the same prompt after listening the audio version of the same motivational song along with its lyrics. The data analyses of the scores of response papers show that even though the two groups are similar in terms of executing pre, while and post activities in the classroom and also in using same prompt, there has been a remarkable positive difference in the performance of the group which has been exposed to the audio version of the song. This paper also tries to find out the students' perception regarding inclusion of songs in an academic scenario. [ABSTRACT FROM AUTHOR]

The article offers several tips for writing a research paper. These tips include understanding the processes that must be followed in writing such as performing a well-conducted research, following the guidelines of the journal that will publish the study, and using a suitable paper structure. It notes that research papers can help advance researchers' academic careers.

English academic writing is deemed as essential skills to be acquired by students in tertiary education as they are mostly assessed through their proficiency in writing skills. To teach this technical course, ESL lecturers need to possess the required content knowledge and pedagogical skills. However, many ESL/EFL lecturers and students regard academic writing as challenging to teach and learn. This paper aims to discuss the teaching and learning of English academic writing in a public university in Malaysia. Grounded in a small-scale case study, data were collected through semi-structured interviews, focus group discussions (FGD), and classroom observations with one ESL lecturer and four undergraduate students participated in the study. Data were analysed thematically using thematic analysis where themes and codes were used to explain the findings. Findings revealed that teacher-centered approach with heavy-reliance on textbook teaching was used to teach English academic writing and students learned academic writing by engaging in lots of drills and writing practices. The paper suggests ESL lecturer to adopt traditional teaching approach with process-based approach as a dual approach in teaching English academic writing and modifications and changes should be made to the syllabus of academic writing at tertiary education level. [ABSTRACT FROM AUTHOR]

Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents an author's guide for preparing a paper for the "Journal of Computer Science & Technology." It notes that the abstracts should have at least 200 words and the manuscript should be written on A4 paper. It mentions that the text must be in English and should be printed in actual size in two columns. The recommended point sizes, capitalization of headings and page numbering are also discussed.

This paper shares the reflections of a small group of graduate students and faculty members in the United Arab Emirates (UAE) on the challenges and affordances of using large language model (LLM) tools to assist with academic writing in an English Medium Education (EME) context. The influence of interpretive grounded theory afforded the authors the opportunity to engage with emerging data from a focus group interview. Ethical issues including academic integrity and maturity formed a major theme of this study, as well as the future-thinking affordances of LLMs in facilitating and democratizing academic writing for all, including those in EME programs. Considering that LLMs are here to stay and will be used by students and faculty alike, the authors consider that the nature of assessment is likely to change and indeed will require higher education institutions to consider the types of assessments in place, with a view to potentially modifying them in light of these technological advances. We recommend the use of deeply personalized, critically reflective writing assignments where students demonstrate how the topic has meaning in their individual context and personal life story, that will ensure academic integrity and maturity while still embracing these new technologies to widen the scope of academic writing. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This editorial paper for the special section on “Modelling Values in Socio/Technical/Ecological Systems” introduces interdisciplinary perspectives on values and reflects on growing appeals for modelling values. In public and academic discourses, values typically relate to matters of importance (e.g., beliefs, priorities) and principles about what is considered to be good (e.g., moral values) and are often seen as shaping individual and collective behaviour. As shown by eight contributions to this special section, it is relevant for social simulation modelling to dive deeper into embedding values in models in order to explore behavioural change on different levels and across contexts. Our goal with this special section is to stimulate interest in developing various approaches that study and operationalise values in agent-based models to investigate the complex problems raised in social, socio-technical and socio-ecological systems. We conclude with a call for future research to be explicit in their modelling assumptions, thus fostering a vigorous foundation for scientific discourse. [ABSTRACT FROM AUTHOR]

This paper describes key discoveries and lessons learned about the practice of reciprocity in communityengaged learning (CEL). We draw from an example of a multi-partner, multi-year CEL project that addresses a community-identified priority to access jargon-free research findings about their community. Our project benefits community members in an over-researched, equity-deserving inner-city neighborhood without requiring the direct presence of large numbers of university students in the community. In this collaboration, first-year undergraduate students in introductory academic writing courses at the University of British Columbia, Vancouver, Canada create publicly accessible infographic summaries of research articles arising from studies that have taken place in Vancouver's Downtown Eastside neighborhood. First-year students, in their position as novice scholars, bring helpful perspectives to the task of knowledge translation. As apprentice researchers not yet immersed in disciplinary languages, they are cognizant that the specialized types of discourse used in research writing are often not accessible to readers outside the academy. Pairing students with community-engaged researchers leads to multi-directional benefits: students develop their knowledge translation skills in an authentic research writing situation; researchers benefit from the publication of supervised, student-authored infographics of their scholarship; and overresearched communities gain access to relevant research findings. A community-embedded institutional unit is crucial to the project's success, providing the resources, relationships, and boundary-spanning expertise required to ensure this project is successful from the perspective of the community and the university. [ABSTRACT FROM AUTHOR]

Postgraduate research plays an important role in the knowledge economy, yet attrition rates among postgraduates remain a global concern. Numerous studies have cited anxiety around academic writing as a primary cause for declining completion rates, particularly among L2 students. Further exacerbating the problem is the acceleration of academic life where students are often expected to publish multiple papers prior to graduation. Despite assumptions that L2 postgraduates matriculate with requisite English academic writing skills, countless studies suggest otherwise. Such students face significant challenges developing these skills and accessing relevant institutional support, which calls for innovative solutions. This mixed-method comparative study analyzes historical data to understand the impact of a writing center's hybrid approach to supporting the development of English academic writing skills among L2 postgraduates. Findings reveal that postgraduate students require flexibility in accessing academic writing support and prefer online and distance options over traditional, in-person support. Additionally, findings indicate that program faculty are willing to collaborate with writing centers to support students' academic writing through a hybrid approach. Study findings also suggest that participants from the hybrid approach are more likely to publish prior to graduation compared to those from the traditional approach. These findings offer important insight for higher education administrators, writing centers, faculty, and postgraduate students as the "onlining" of higher education accelerates in the post-COVID era. [ABSTRACT FROM AUTHOR]

This section presents abstracts of the research papers published by the START Foundation in Czech Republic as of October 1995.

This study aims to investigate Vietnamese students' perceptions of portfolio assessment and how it affects their writing performance. Furthermore, the study explores problems encountered during the assessment process, which could offer professional support for teachers, particularly novice teachers, when applying this formative assessment to teaching writing. Data was collected through students' written papers, observations, and semi-structured interviews with a total of thirteen low- and intermediate-level undergraduate students. The findings demonstrate the aspects of the assessment usefulness, namely validity, authenticity, interactive-ness, and impact. Accordingly, the assessment provides students with a comprehensive understanding of academic writing that enhances their writing abilities. In particular, students recognize their common grammatical errors, pay more attention to organizing ideas logically, and develop writing habits throughout the writing process, which have not been carefully addressed in prior education. Nevertheless, there are a number of issues that need to be carefully considered, including idea development, plagiarism knowledge, selfand peer-assessment, and the order of writing steps. In order to improve the reliability and practicality of the assessment, solutions to those concerns are provided. [ABSTRACT FROM AUTHOR]

Copyright of Vigo International Journal of Applied Linguistics is the property of Universidade de Vigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Estudos da Linguagem is the property of Revista de Estudos da Linguagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that deserve more visibility especially at this time in the literacy classroom: children's emotions, children's funds of knowledge, children's relationships, and children's purposes. It provides examples of how teachers might adopt deliberate noticing practices that attend to these domains. [ABSTRACT FROM AUTHOR]

In most Freshman Composition courses, students are required to write essays on specific subjects and/or styles based on the instructors’ requirements. Commonly, I encounter similar problems while introducing these assignments. Students often become frustrated and display a strong sense of evident disinterest when given topics that entail additional reading, discussion, and even research. After speaking with others in academia, we have essentially all had the same responses and still have the same questions. How can we increase student engagement while writing certain essays? How can we get the students to put forth more effort while writing? If students are struggling while writing five-paragraph essays, how will they even write an effective research paper? Although there will never be an accurate answer to any of the questions, I have received responses from students that could be taken into consideration. Leisure writing is the request. Although not the sole solution to improving student interest in writing, as teachers we may need to look at the perspectives and viewpoints from research and studies that have assessed leisure writing and some of its outcomes. This research will take a closer look at the students’ concepts, expert opinions, and teachers’ experiences with allowing leisure, yet standard, writing in the Composition classroom. The idea is not to focus on shifting the traditional expectations of writing, but to produce more effective writing when assigned certain writing assignments less likely to captivate the students’ interest initially. With an array of different pedagogical methods that are constantly modifying and the constant decline in student writing outcomes, we must remain receptive to innovating any ideas from all perspectives with efforts of restoring and revitalizing our students’ writing. [ABSTRACT FROM AUTHOR]

The importance of writing and publishing is well understood in the academic world and is gaining importance in business applications as well. Students need to gain corresponding skills during their studies. The process itself can be structured and is repeatable. However, students are not familiar with the process and need some guidance to achieve high quality results. Typical writing seminars may be quite theoretical and do not sufficiently guide the writing in teams, reviewing and publication process. This paper presents the Scientific Workflow Guide SWOFI that can be used to guide collaborative academic writing and publishing in a structured process, which resembles the guided process in lab-based education. The results which have been achieved in different seminars at two different institutions are analyzed and discussed. [ABSTRACT FROM AUTHOR]

Much of the debate on the teaching and learning of English and academic writing occurs largely from Eurocentric or Western perspectives on local contexts. This paper explores the role of the local English as a Second Language (ESL) teacher in transforming the way English for Academic Purposes is taught and learnt, particularly in higher education settings in Malaysia. In order to challenge Western notions, ESL teachers need to know their local contexts and students well enough in order to explain the complexities that arise within an education system that is continually shaped by historical and socio-political shifts in the country. The purpose of this paper is to inform ESL and academic writing teacher-researchers that it is possible to transform practice by paying close attention to the complexities of socio-cultural conditions of their context. Using action research methodology, the case study presented here illuminates and exemplifies the recognition and explicit inclusion of socio-cultural conditions within academic literacies in a tertiary English in a Malaysian university. Three narratives are critically selected via the Critical Incidents Technique. Green's typology of operational, cultural and critical dimensions of literacy events is used to analyse how socio-cultural conditions within and beyond the classroom can affect the kinds of literacy which are identified by the teacher and used to improve student engagement and performance. Findings reveal the need for greater leadership support for grassroot level decision-making by the ESL teacher and a deeper understanding of the use of mediation as a tool to maximize social interaction. English language learning, so that students can be better prepared to meet global challenges. [ABSTRACT FROM AUTHOR]

It is the most personal article I have ever written, revealing my fears, hesitations, reflections, and decisions. I am still striving to write a scientific and academic paper, still looking for that academic framework that would allow this article to be recognized as a scientific text, with the reflection on that internal pressure and need to make it scientific. This is an article about the process of becoming an autoethnographer, creating a tool, shaping identity and research strategy, and becoming one. [ABSTRACT FROM AUTHOR]

Academic reading for knowledge building is under-researched in the field of English for Academic Purposes (EAP); a field that foregrounds academic writing above all other skills. Alongside this dearth of literature, a relative wealth of literature exists which identifies the 'troublesomeness' of academic reading. This paper argues that reading for knowledge building is one way to ease the troublesomeness of academic reading within the field of EAP, with a focus on reading to build knowledge of theory and theory use. This paper reports on findings from a study which explores how taught postgraduates on a presessional course acquire the threshold concept of 'theory knowledgeability' (Cowley-Haselden 2020) through reading and discussion. 'Theory knowledgeability' can be defined as not just acquiring knowledge of how to use theory in academic practice, but also acquiring knowledge of particular theory/theories themselves. This knowledge is one key to unlocking success in postgraduate level education. Through the analysis of knowledge practices within academic reading circles performed by postgraduate presessional students from a range of disciplines within the social sciences, it is argued that acquiring the threshold concept of theory knowledgeability allows students to emerge as a more legitimate knower in the UK higher education context. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aimed to examine the benefits and drawbacks of AI-based summarizing and paraphrasing tools that were employed in a CLIL academic writing course on intercultural communication at a national Japanese university. Students summarized an internet article of their choice that had to include indirect citations by paraphrasing the author's ideas. First, they did this without the support of AI-based tools. On their second and third attempt, they used the AI-based summarizing and paraphrasing tools Quillbot and SpinBot respectively. A one-way ANOVA was conducted to evaluate the three summaries for grammar, readability and plagiarism. Results showed that although the AI-based tools can improve grammar, they have limited capability in improving readability and preventing plagiarism. A survey on student perceptions of the tools also highlighted the drawbacks of the software and that dependence on such tools to produce academic writing content needs to be treated with caution. [ABSTRACT FROM AUTHOR]

Owing to the significant environmental threat posed by microplastics (MPs) of varying properties, MPs research has garnered considerable attention in current academic discourse. Addressing MPs in river-lake water systems, existing studies have seldom systematically revealed the role of free radicals in the aging/degradation process of MPs. Hence, this review aims to first analyze the pollution distribution and environmental risks of MPs in river-lake water systems and to elaborate the crucial role of free radicals in them. After that, the study delves into the advancements in free radical-mediated degradation techniques for MPs, emphasizing the significance of both the generation and elimination of free radicals. Furthermore, a novel approach is proposed to precisely govern the controlled generation of free radicals for MPs' degradation by interfacial modification of the material structure. Hopefully, it will shed valuable insights for the effective control and reduction of MPs in river-lake water systems. This paper briefly describes the abundance and environmental risks of MPs in river-lake water systems and compares the research progress of various free radical-related degradation techniques, thus cleverly proposes a new insight on controllable free radical promotion mediated by interfacial modification strategies for efficient degradation of MPs. [Display omitted] • Microplastics are widely distributed in river-lake water systems. • The environmental risks of microplastics correlate closely with free radical. • Free radical-mediated degradation techniques of microplastics were elucidated. • Importance of controlling free radicals' generation and elimination was underlined. • A novel strategy on controlled promotion-generation of free radicals was proposed. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Archaeologia Lituana is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper considers the relevance and application of Writing About Writing (WAW) (Downs & Wardle, 2007; Wardle, 2009) and Threshold Concepts of Writing (TCW) (Adler-Kassner & Wardle, 2015) in the Australian higher education context. These approaches to literacy and writing curriculum development have been developed in the United States context as a critical reinvention of the first-year composition curriculum and as resolving what has been termed the "content problem" - the lack of a consensus about what the discipline of composition should teach in first-year writing classes (Seitz, 2005). Without a strong tradition of first-year writing or an offering of academic writing subjects as credit-bearing parts of the curriculum in Australia, it is not surprising that the discussion or consideration of these ideas has been minimal in this context. However, as this paper will argue, to the extent that such courses or programs are becoming more common in Australian higher education, academic literacy educators face new demands from institutions and students while continuing to respond to perennial misconceptions of their field as being merely a remedial grammar or student support service on the margins of the main teaching and learning work undertaken in disciplines. Insofar as WAW and the TCW literature help to clarify the disciplinary status and goals of literacy programs, the paper argues that they suggest a way forward. [ABSTRACT FROM AUTHOR]

This paper attempts to provide the outcomes resulted by using Blogs in teaching Academic Writing course to 75 freshmen studentsof three faculties at Bangladesh Agricultural University, Mymensingh. Students shared their experiences and posted writing assignments on the blogs as an online portfolio. Both qualitative and quantitative methods were employed to collect and analyze the data including pre-tests and post-tests which were mainly gathered through students’ writings posted to the blogs, peer feedback, questionnaire and interviews. The findings showed that the participants made quite outstanding participations-sharing, discussing and arguing in English successively. Further, the findings of the study reveal that collaborative learning made them more dynamic on language fluency and grammatical accuracy and provided experience of receiving and providing peer feedback using blogs that was integrated into an online instruction of teaching and learning. The findings and discussion of this paper may assist practitioners in implementing blog for peer feedback process and designing suitable activities for the use in EEL classrooms. [ABSTRACT FROM AUTHOR]

The ability to think and write critically is a core outcome in higher education. Many universities provide writing programs for undergraduates to develop sound argumentation skills and build the foundation to engage in academic conversations. Still many students struggle with academic writing. This paper argues that teaching using instructional frameworks is not sufficient; learning will be more effective when situated within a community of practice. Drawing from the learning experiences of students who participated in a community-based activity in a freshmen academic writing class in Singapore, I share my insights on how reframing learning from a structure-driven approach to a community-based experience had enhanced learning dispositions and outcomes. Results show that when learners viewed academic writing as a socially situated practice, and not a task to be completed to fulfil academic requirements, the dispositions needed for critical thinking were honed to drive them towards writing with more criticality. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

EU data protection law anchors the principle of data accuracy and connects it to the right to rectification. Both provisions have remained underexplored in literature, leaving a significant academic gap. The present paper will argue that in regulatory and academic discourse there is a tendency to replace 'data accuracy' with 'data quality.' The discourse seems to suggest that the concept of data quality subsumes and goes beyond classical accuracy elements, i.e., it is broader than accuracy. It seems to include requirements on the quality of data processing, not simply on the individual personal data pieces. Many of the non-exhaustive elements of data quality, as derived from non-legal disciplines, could be traced to different principles and legality requirements of EU data protection law, giving the concept of 'data quality' a legal foundation. As a result, the scope of the right to rectification could be broader than what it is currently argued to be and could give rise to a broader range of legitimate claims by data subjects. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper looks at the way in which political and scientific frameworks, as well as everyday life dynamics work to exclude people living with intellectual disability (ID) in Romania from political life and how these dynamics could be overcome through crafting communicative-dialogic pedagogical interventions geared at political inclusion. I argue that the political exclusion of people with ID is built into the formal political order, as well as doubled by a twofold infantilizing dynamic. On the one hand, the scientific and academic psycho-pedagogical discourse still operates with classifications that inscribe people with ID with chronological “normal” ages inferior to their biological age. Their subject position is thus “fixed” at an age below the voting limited. This move is seconded by the way in which (formerly) institutionalized people with ID are referred to as “children” (despite their fully adult ages) in a small (post)institutional town, as well as in other care settings that I have explored ethnographically. Finally, the paper explores the stepping stones of alternative interventions, built on a communicative-dialogic methodology for politically including people with ID that could work to overcome the infantilizing dynamics. [ABSTRACT FROM AUTHOR]

Copyright of Eesti Rakenduslingvistika Ühingu Aastaraamat is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant obstacles to the enactment of these principles. One response to this separation suggests academic literacy support in the form of embedded collaborations between EAP practitioners and disciplinary lecturers. This paper reports on two complementary pieces of research investigating one such embedded academic literacy intervention, that of a collaboration between EAP practitioners and TESOL lecturers scaffolding the writing of a practice assignment. The findings for the two studies strongly suggest that the academic literacy intervention facilitated student academic literacy development. The intervention model could also be seen to draw effectively on the respective areas of expertise of disciplinary lecturers and EAP practitioners with positive consequences for the learners and for the disciplinary lecturers and EAP practitioners themselves. [ABSTRACT FROM AUTHOR]

Copyright of Slovene Linguistic Studies /Slovenski Jezik is the property of Scientific Research Centre of Slovenian Academy of Sciences & Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although there is much discussion exploring the potential causes of plagiarism, there is limited research available which provides evidence as to the academic interventions which may help reduce this. This paper discusses a bespoke English for Academic Purposes (EAP) programme introduced at the university level, aimed at improving the academic writing standards of students, reducing plagiarism, and detecting cases of contract cheating. Results from 12 semesters of academic misconduct data (n = 12,937) demonstrate a 37.01% reduction in instances of detected plagiarism following the intervention, but due to limited data, cannot demonstrate a direct impact on reducing detected rates of contract cheating. The results also show a lower than expected proportion of plagiarised assignments (3.46%) among submissions. [ABSTRACT FROM AUTHOR]

Despite the widespread acknowledgement of the importance of academic reading, much research tends to focus on academic writing. The role of academic writing in the development of academic and professional identities is generally accepted. In contrast, the role of academic reading has been less visible in the literature, and when discussed, it tends to be conceptualised as a generic skill. In this paper, we explore the role of reading in emergent academic identities in undergraduates. We reflect on research with our own Nursing and Midwifery students that highlighted the role of reading in the development of 'writing capital.' Drawing on this and wider evidence we explore how, through academic reading, students begin to recognise, and then participate in the scholarly conversations that construct knowledge within disciplines. We argue that academic reading, like academic writing, is a complex ongoing process that involves multiple transitions, rather than a skill that can, and should, be mastered early on. We contend that educators need to consider how and where academic reading is addressed within academic programmes. Moreover, we suggest ways to make room for it within our curricula and engage students in conversations about the nature of scholarship within their disciplines. [ABSTRACT FROM AUTHOR]

The role of academic writing in the development of academic literacy in university students has been considered in some depth in the literature. However, the view of lecturers as to the role and value of academic reading is notably less explored and warrants further exploration. Academic staff from a broad range of subject areas were invited to participate in a survey on the role and function of academic reading. Using an explorative approach, the study investigated academics' views about reading behaviour with regards to the students' academic journey, their own academic development, and its incorporation into their teaching. All comments were thematically analysed, resulting in a number of elicited themes and subthemes. The paper highlighted the key role of academics in the modelling, rewarding, and teaching of academic reading and discusses practical implications for Higher Education, particularly with regards to academic teaching and students' skills development. [ABSTRACT FROM AUTHOR]

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