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This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve students' skill in writing research paper which is one of the prerequisite tasks before graduating from university. The steps of this research and development consist of needs analysis, document analysis, model design, model development, and model experimentation. The researchers conducted needs analysis to the fifth semester students and three academic writing teachers, in order to generate information dealing with the students' needs in academic writing course materials. The needs analysis and documents analysis were dug up through questionnaire, interview, and discussion among students and academic writing teachers. The documents analyzed in this study were syllabus, lesson plan, and the existing textbook. The model design used is derived from Borg and Gall (1983) and Sukmadinata (2008), in which there are four steps, i.e. (1) exploration phase; (2) model development phase; (3) model experimentation phase; and (4) dissemination and model implementation phase. The results of needs analysis questionnaire reveal that students need to be taught how to write academic writing in terms of journal article since it will be the final project of the students at the end of their study in university. Instructional materials with different strategies focused on research paper writing are needed by the students.

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]

This study is meant to examine the thesis quality of students of English Department at IAIN Samarinda. Through the descriptive-quantitative research, the thesis quality of students of English Department at IAIN Samarinda is reviewed from the aspects of language, structure, concepts understanding, theoretical framework, methodology, content, writing mechanism, and references used. This study also tries to figure out any factors that affect the thesis quality of English Department students. Fourteen English Department Students' thesis tested in 2013 are used as the main data. In addition, other data are obtained from respondents i.e. 19 students, and informants i.e. lecturers of English Department who are also their thesis advisors. The result shows that the average score of thesis written by 14 English Department students at IAIN Samarinda academic year of 2013 is 3.16 which is in the range of 2.61-3.40 scale, which is quite good quality. This quality is relevant with the informants' perceptions about the quality of thesis written by their students. Judging from some aspects, they assume that their students are able to write a good quality of thesis with an average score of 2.81 which is at a scale of 2.61-3.40. The quality is affected by internal factors and external factors. The most decisive internal factor is the respondents' low score of writing with appropriate and acceptable structure in English. This is the effect of respondents' lack of ability of composing adequate paragraphs in English. Meanwhile, the most concerning external factor is the quality of learning structure course and the professionalism of the informants in guiding the students to improve their writing ability in thesis writing. A bibliography is included.

The structure of the conclusion sections in Research Papers (RPs) is of significance in academic writing. The conclusion section in spite of providing an outline of the article, states other essential components, such as recommendations, implications and statements of possible lines of future research. This paper analyses the conclusion parts of Persian and English Research papers published in international journals. To meet this end 20 RPs were selected from two fields including Civil Engineering and Applied Linguistics. The Conclusion sections of the papers were examined for their moves based on Yang and Allison's (2003) model of moves. The frequency analysis of the moves showed slight differences among the moves employed and with regards to the Chi-Square tests, no significant differences were observed between the Conclusion sections of Applied Linguistics and Civil Engineering RPs regarding the moves employed as well as between Persian and English RPs. The study yields a richer understanding of the conclusion structure of research articles and offers ESP/EFL instructors and researchers insights which can be used in the instruction of the conventions or expectations of academic writing. Novice writers and non-native students can benefit from it, mainly because it helps them eliminate their writing dilemmas and assists them to take part in international discourse communities.

Many elementary teachers teach students to write, but this writing tends to focus only on students writing about themselves or writing short stories. Because students do not spend enough time in the early grades reading nonfiction in science and history, they lack the knowledge--of both content and the nature of nonfiction writing--necessary to undertake research papers in middle and high school. To really teach students how to write, educators must give them examples of good writing found in nonfiction books and require students to read them, not skim them, cover to cover. Reading nonfiction contributes powerfully to the knowledge that students need in order to read more difficult material--the kind they will surely face in college. But more importantly, the work of writing a research paper will lead students to read more and become more knowledgeable in the process. As any good writer knows, the best writing emerges from a rich store of knowledge that the author is trying to pass on. Without that knowledge and the motivation to share it, all the literacy strategies in the world will not make much difference. In this article, the author suggests that schools start assigning a page per year: each first-grader would be required to write a one-page paper on a subject other than himself or herself, with at least one source. At least one page and one source would be added each year to the required academic writing, so that fifth-graders, for example, would have to write a five-page paper with five sources, ninth-graders would have to write a nine-page paper with nine sources, and so on, until each and every high school senior could be asked to prepare a 12-page history research paper with 12 sources. Such a plan would gradually prepare students for future academic writing and could also reduce the need for remedial instruction in writing (and perhaps in remedial reading as well) when students enroll in college. The author contends that if school districts adopted such a plan, it would not take high school teachers nearly as much time as it does now to teach students to write history research papers; students could draw on the knowledge they gained in previous grades to distinguish between primary and secondary sources, formulate an argument or a narrative based on those sources, develop a bibliography, and write and revise numerous drafts. (Contains 1 footnote.)

As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically, we discuss how the two students' understanding of synthesis and sources influenced their synthesis writing practices and how they perceived the connections between their reading strategies and synthesis writing processes. Our results reveal that the students' understanding of synthesis and the functions of sources played a crucial role in learning to synthesize, as did their ability to use rhetorical reading strategies to complete this new literacy task. We argue that whether second language (L2) students understand the complex reading-writing relationships underlying synthesizing is crucial for their successful textual production. These findings carry valuable implications for understanding reading and writing connections and teaching L2 source-based writing.

Academic writing, particularly writing research articles, is an indispensable part of every major in higher education. Hyland (2004) argued that a valuable means of exploring academic writing, and comparing the rhetorical features and preferences of different discourse communities, is through the metadiscourse analysis of the text. The present study examines the differences in the use, type, and frequency of interactional metadiscourse markers in the introduction and conclusion sections of research papers across the two disciplines of Mechanical and Electrical Engineering. To this end, 42 research articles (21 Mechanical and 21 Electrical Engineering) written by English native speakers were randomly selected from two major international journals. The current study made use of Hyland's (2005) model for analyzing the interactional metadiscourse markers used in the selected corpus, consisting of 41484 words. To analyze the data, the frequency, patterns of use, and type of interactional metadiscourse markers were elicited both through a manual corpus analysis and concordance package. Furthermore, to examine whether there is any significant difference in the use of metadiscourse markers in the introduction and conclusion sections of these papers, a Chi-square analysis was run. The results of the quantitative analysis revealed that although there were some minor differences in the frequency and type of these metadiscourse markers, there was no statistically significant difference across the disciplines, which can be attributed to the close nature of these fields. The findings of this study may render some pedagogical implications for ESP courses and especially writing research papers.

This article presents a control group study of the influence of a partnership-centered, community-based learning program on students' academic writing. The improved writing of first-year students in the Chicago Civic Leadership Certificate Program (CCLCP), we argue, results from the deeply situated learning that took place in the context of reciprocal, community-based relationships. We also argue that research on the impact of community-based learning should take into account the contemporary university's emerging paradigm of engaged learning and research, which calls for a redefinition of partnership and reciprocity. (Contains 5 tables and 4 notes.)

This paper investigates the use of politeness strategies in 32 discussion sections of research papers produced by Thai graduate students at Graduate School of Language and Communication, National Institute of Development Administration (NIDA), Bangkok, Thailand. The study reported in this paper adopts Brown and Levinson's (1978, 1987) and Myers' (1989) models of politeness strategies. The project as a whole aims to identify what politeness strategies are most commonly used in the whole corpus, whether differences exist in the use of these politeness strategies and how politeness strategies are employed. The analysis of the data reveals that these student researchers rarely employed politeness strategies in their discussions. However, they used more negative politeness strategies than the positive ones and the differences in the use of these two strategies were highly significant. This study provides some pedagogical implications for ESL/EFL academic writing and syllabus designing.

Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986; Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed while we read research papers (e.g., Wyatt et al., 1993). Considering that academic discourse has a particular, distinct structure (e.g., Swales, 1990), it is necessary to examine the process of reading academic papers separately from that of reading in general, focusing on the rhetorical particularities of academic discourse. Against this research background, we investigated how Japanese EFL students read English academic papers, focusing on the interactions among L2 proficiency, reading strategies, and the rhetorical features of the papers. We used the following methods: video observation, the "think-aloud protocol," document analysis of notes taken by the participants while reading, and a post-reading interview. The reading strategies identified on the basis of the think-aloud protocol were categorized into local, global, and metacognitive strategies. The main results were as follows. First, the Japanese EFL readers had difficulty recognizing academic discourse. Therefore, they could not read the papers efficiently. Second, the students focused on understanding formulas and figures presented in the documents. Third, although the students used local and global strategies frequently, their purposes in using these strategies varied depending on their L2 competence, their background knowledge about the topic of the paper, and their familiarity with the discipline-specific academic discourse.

This article presents the results of three comparative analyses on forty-seven student papers in order to examine the effectiveness of a basic writing course in developing students' academic writer identity. The course curriculum, grounded in social identity theory, focuses on the core writing concepts and dispositions that promote writer identity. Since the curricular focus is writing, this course fits within the broad category of a Writing-About-Writing (WAW) course and specifically draws on David Bartholomae's "Inventing a University" article and Roz Ivanic's research on writer identity.These two scholars present pedagogy that draws on social identity either implicitly (Bartholomae) or explicitly (Ivanic). My comparative analyses demonstrate students' significant development and short-term transfer of textual writer identity, and the analyses reveal advanced textual writer identity compared with students who tested out of basic writing. This research contributes to writer identity theory and demonstrates the efficacy of writer identity content specifically and a WAW-type course generally for basic writing.

This study attempted to examine the effectiveness of a writing course designed with the process genre approach and a blended learning approach (BLA) for teacher trainees, who are at the same time English as a foreign language learners. An action research was designed to implement the course content and collect data in relation to the students' performances in pen-and-paper and online modes of teaching and learning. The results indicated that the participants' performances in essay writing improved significantly both during pen-and-paper work and online work. However, when their performances were compared in the two modes of teaching, it appeared that the participants produced better written products when they were taught using the BLA.

We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand source use expectations for English academic writing. We followed a group of nine Chinese undergraduate students for an academic term as they learned to paraphrase and write with sources for their research paper assignments. Drafts of students' papers were collected and rounds of text-based interviews were conducted where students were asked to explain their source use decisions. Findings showed that the students actively and constantly referenced their source use knowledge of Chinese essay writing to help make sense of source use expectations for English academic writing, although their understanding of English academic source use as well as their rendition of culture may likely be viewed by expert academic writers as 'insufficient' or 'inadequate'. We conclude by highlighting the importance of foregrounding learner voice and acknowledging the legitimacy of the interpretations of novice L2 writers as intercultural informants in the teaching of English academic source use. [ABSTRACT FROM AUTHOR]

While writing from a qualitative tradition often occurs in first person and from a quantitative tradition often occurs in third person, the pros and cons of voice in mixed methods research needs consideration. This article argues for more inclusion of the first-person in such writing, particularly as evidence for the researcher's claims, as a way to triangulate and corroborate perspectives from a Bakhtinian dialogic theoretical framework. This article presents a discussion of the first- and third-person styles in academic writing and the effect of each on the reader. Additionally, there are dialectic and complementary justifications for such use of different perspectives within a mixed methods piece, as each style dialogues with the other, compensating for the other's shortfalls. Such a style of writing is imperative because it brings both distance and familiarity, presenting a more complete understanding of the mixed methods research and the phenomenon investigated.

Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on "publishing SCI papers or no degree" should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals.

This paper explores stance complement clauses in the genre of academic discourse, analysing stance complement clauses controlled by verbs in economics research articles written in English by non-native writers. Following Biber’s taxonomy (2006) of common lexico-grammatical features used for stance analyses, the results of the study show that epistemic verbs of certainty and likelihood are an important means of communicating knowledge in this genre and thus, form an inseparable part of academic research writing. Moreover, the study seeks to analyse the contrast between stance to-infinitives and stance that-clauses in the studied corpus. While stance that-clauses relate mainly to the category of certainty; on the contrary, stance to-infinitive clauses are consciously or subconsciously chosen to lessen the risk of a face-threatening act and typically refer to writers’ sensory experience (e.g. verbs such as seem, appear, etc.). The findings suggest that research papers from the field of economics demonstrate a clear preference for factive verbs over non-factive verbs.

Publishing research papers in English journals is now a requirement for many scientists in developing countries. Writing journal papers in English, the lingua franca of the scientific world, however, often places an additional burden on non-native speaking scientists in EFL settings due to their lack of English proficiency. With these concerns in mind, this paper investigates science journal paper writing in an EFL context, Korea. Two types of questionnaires were administered, one to graduate students and the other to the faculty members of a science and engineering graduate school in Korea. In addition, students and faculty members were interviewed. The results of the questionnaires and interviews showed that the linguistic elements of journal papers were the most problematic areas, while the meta-linguistic features of papers such as the overall structure and paragraph development were perceived to be the most important features of journal papers. The results also revealed that the graduate students and professors were at a disadvantage when writing and publishing papers in English. Suggestions for further research and pedagogical implications are provided. (Contains 5 tables.)

Background: Academic paper writing holds significant importance in the education of medical students, and poses a clear challenge for those whose first language is not English. This study aims to investigate the effectiveness of employing large language models, particularly ChatGPT, in improving the English academic writing skills of these students. Methods: A cohort of 25 third-year medical students from China was recruited. The study consisted of two stages. Firstly, the students were asked to write a mini paper. Secondly, the students were asked to revise the mini paper using ChatGPT within two weeks. The evaluation of the mini papers focused on three key dimensions, including structure, logic, and language. The evaluation method incorporated both manual scoring and AI scoring utilizing the ChatGPT-3.5 and ChatGPT-4 models. Additionally, we employed a questionnaire to gather feedback on students' experience in using ChatGPT. Results: After implementing ChatGPT for writing assistance, there was a notable increase in manual scoring by 4.23 points. Similarly, AI scoring based on the ChatGPT-3.5 model showed an increase of 4.82 points, while the ChatGPT-4 model showed an increase of 3.84 points. These results highlight the potential of large language models in supporting academic writing. Statistical analysis revealed no significant difference between manual scoring and ChatGPT-4 scoring, indicating the potential of ChatGPT-4 to assist teachers in the grading process. Feedback from the questionnaire indicated a generally positive response from students, with 92% acknowledging an improvement in the quality of their writing, 84% noting advancements in their language skills, and 76% recognizing the contribution of ChatGPT in supporting academic research. Conclusion: The study highlighted the efficacy of large language models like ChatGPT in augmenting the English academic writing proficiency of non-native speakers in medical education. Furthermore, it illustrated the potential of these models to make a contribution to the educational evaluation process, particularly in environments where English is not the primary language. [ABSTRACT FROM AUTHOR]

One of the key means by which knowledge is disseminated in the academic discourse community is the spoken presentation of papers at an academic conference. In contrast to the written research article, the spoken presentation remains relatively under-researched from a linguistic perspective, limiting the knowledge available for explicating this kind of discourse in academic language programs. In this paper, we draw on a social semiotic theory of language (Systemic Functional Linguistics) and of gesture, to frame a multi-layered exploration of interpersonal meaning in this register that incorporates attention to generic staging, to expressions of attitude, and to the co-expression of attitudinal language and gesture. The data are a set of plenary presentations at an academic conference, and the study aims to explore means by which the speakers construe a relationship of solidarity with their audiences in the introductory or "set-up" stage of their talk.

The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model. [ABSTRACT FROM AUTHOR]

The paper offers insights into transformation processes in the content and structure of Russian research paper abstracts that are motivated and driven by standards of the English academic discourse and database indexing requirements. The major objective of the study was to ascertain the significance of linguocultural academic conventions in writing research paper abstracts and assess to which extent Russian abstracts follow the best international academic practices by undertaking a comparative analysis of Russian and English research paper abstracts published in top-rated journals. Empirical data for this study was a bilingual corpus of original research paper abstracts drawn by the authors from top-rated academic journals. The methodological approach used in the data analysis is a mixed methodology based on quantification of text arrays, comparative and content analysis, along with automated semantic and morphological analysis tools. The research follows a multi-parameter case-study design worked out by the authors, with in-depth analysis of structural and content features of research paper abstracts that relies on common contensive criteria and relevant structural characteristics. Each subcorpus unit was processed in accordance with the developed algorithm. The findings suggest that Russian research paper abstracts published in top-rated academic journals over the 2018-2020 period aim to comply with international benchmarks both structurally and contensively, which confirms the authors’ hypothesis regarding internationally prompted transformation processes affecting the contemporary Russian academic discourse and reflects general trends in Russia’s academic community seeking to integrate into global academia.

This is a corpus-based study of a key aspect of academic writing in one discipline (biology) by final-year undergraduates and first-, second-, and third-year graduate students. The papers come from the Michigan Corpus of Upper-level Student Papers, a freely available electronic database. The principal aim of the study is to examine the extent of variation in citation practice in the biology subcorpus. To that end, it explores citation practices from a number of perspectives, including the distribution of integral versus parenthetical citations, the choice of reporting verbs, the effect of citing system, and the occurrence of selected features such as the use of citees' first names. Results show little difference between the undergraduate and graduate papers, some effect of the citing system, and a somewhat richer intertextuality in the "evolutionary" as opposed to the "molecular" biology papers. Overall, this is an impressive body of student work from the viewpoint of textual variation in citation practice, but it should be remembered that the corpus consists of only "A" papers from a flagship research university.

This paper examines the different types of writing errors performed by 16 international postgraduate students undertaking an intensive English course at a public university in Malaysia. It was mandatory for international postgraduate students who obtained less than IELTS Band 6 to undertake an Intensive English Course (IEC) offered by the University, prior to entering their respective faculties' academic programs. The students were required to write a 3-5 page term paper assignment on a topic related to their field of study. Mixed methodology approach was employed to examine and analyze corpus of students' term papers. The errors in the term papers were identified and classified accordingly. The results of the study revealed that four most common English language errors committed by the participants were sentence structure, articles, punctuation and capitalization. This study also shed light on the manner in which students assumed the rules of English to that of their native language. Such insight is useful for both instructors and students because it provides significant information on the building blocks experienced by English language learners in academic writing.

Describes three strands of knowledge which help students produce better research papers: (1) the four moves employed by authors of journal articles; (2) the strategies employed in writers of localized news stories; and (3) a checklist for localized field research. (NH)

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

An editorial is presented that discusses what constitutes a contribution at the "Journal of Management" ("JOM"). The authors note that the key requirement for impact at JOM is that a paper "substantively moves the field of management forward." The theoretical insights path, the phenomenon-driven path, the research methodology path, and the review paper path are all explored.

Driving research questions from the prevailing issues and interests and developing from them new theories, formulas, algorithms, methods, and designs, and linking them to the interests of the larger audience is a vital component of scientific research papers. The present article discusses outlining purposes or stating the nature of the present research, and listing research questions or hypotheses in the introduction of academic papers. This corpus-based genre study focuses particularly on Move 3 of the model "occupying the niche." The results indicating disciplinary variation show that the writers of Computer Science (CS) research articles, over the years have developed an increased use of outlining purpose/stating the nature of the present research, having the characteristics of purposive, descriptive, extension of the previous work, contrast to the existing work, brevity, complexity, and a description of methodology. It also shows that listing research questions or hypothesis may have distinctively different functions in developing genres as compared to the established ones such as physics.

Two significant benefits derived from reading and discussing classic scientific papers in undergraduate biology courses are 1) providing students with the realistic perspective that science is an ongoing process (rather than a set of inarguable facts) and 2) deepening the students' understanding of physiological processes. A classic paper that is useful in both of these regards is by I. E. Lawton and N. B. Schwartz ("A circadian rhythm of luteinizing hormone secretion in ovariectomized rats." "Am J Physiol" 214: 213-217, 1968). The primary objective of the study is to determine whether tonic (pulsatile) secretion of luteinizing hormone (LH) from the pituitary gland exhibits a circadian rhythm. While this hypothesis seems relatively straightforward, its in vivo investigation necessitates an awareness of the multitude of factors, in addition to the circadian clock, that can influence plasma LH levels (and a consideration of how to control for these factors in the experimental design). Furthermore, discussion of the historical context in which the study was conducted (i.e., before the pulsatile nature of LH secretion had been discovered) provides students with the realistic perspective that science is not a set of facts but rather a systematic series of attempts by scientists to understand reality (a perspective that is difficult to convey using a traditional textbook alone). A review of the historical context in which the study was conducted, and a series of discovery learning questions are included to facilitate classroom discussions and to help deepen students' understanding of the complex nature of pituitary hormone regulation. (Contains 1 figure and 1 table.)

Words should be chosen and used carefully so that they convey the meaning or meanings that you intend--and do not convey any unintended or double meanings. Writing should leave little ambiguity or uncertainty about what you are referring to--unless some purposeful ambiguity is desired. Sometimes words that are abstract or superficial may be chosen to suit the writer's purpose. For example, there is a long tradition of euphemistic writing. But such use of words should be well-considered and deliberate, not the result of carelessness or indifference.

Amongst academics working with postgraduate students, there has recently been increasing interest in ways of supporting advanced academic literacy (AAL). This is a concern for us at the University of Witwatersrand in Johannesburg, South Africa, where we teach a diverse group of postgraduate students, most of whom are subject practitioners in higher education but newcomers to the study of education. We argue that the development of AAL cannot be taken for granted--it needs to be mediated and practised in situated tasks. Our concern is how most effectively, within our context, to encourage awareness of the underlying, often unarticulated norms for participation in this complex social interaction with a disciplinary community to which our students are newcomers. In this article we demonstrate that the use of reaction papers provides opportunities for legitimate peripheral participation in both the cognitive and social processes of AAL. (Contains 1 figure and 9 extracts.)

This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback component. The article looks at (a) the process of developing a campus-wide program using a team of student-facilitators specially trained to support English academic writing skills; (b) program assessment based on feedback received from student-writers and facilitators; and (c) the contribution of the program to the language-learning experience. The article concludes with encouragement for postsecondary institutions to develop peer-led language learning opportunities on campus to create and celebrate a truly international learning community.

The mock research paper combines creative writing with academic writing and, in the process, breaks down that binary. This article describes a writing assignment that offers an introduction to the college research paper genre. This assignment helps students focus on crafting an argument and learning genre conventions while postponing until the actual research paper the task of juggling secondary content. This way of prioritizing tends to prevent the secondary content from becoming the focus on the paper. The argument takes center stage, where it belongs. Students must also learn to read research reports with a critical mind, understanding that a credible-looking report isn't necessarily trustworthy. The mock research paper teaches these lessons while, at the same time, being an enjoyable assignment.

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As generative NLP can now produce content nearly indistinguishable from human writing, it is becoming difficult to identify genuine research contributions in academic writing and scientific publications. Moreover, information in machine-generated text can be factually wrong or even entirely fabricated. In this work, we introduce a novel benchmark dataset containing human-written and machine-generated scientific papers from SCIgen, GPT-2, GPT-3, ChatGPT, and Galactica, as well as papers co-created by humans and ChatGPT. We also experiment with several types of classifiers—linguistic-based and transformer-based—for detecting the authorship of scientific text. A strong focus is put on generalization capabilities and explainability to highlight the strengths and weaknesses of these detectors. Our work makes an important step towards creating more robust methods for distinguishing between human-written and machine-generated scientific papers, ultimately ensuring the integrity of scientific literature. [ABSTRACT FROM AUTHOR]

Using sample student analyses of online paper mill Web sites, student survey responses, and existing scholarship on plagiarism, authorship, and intellectual property, this article examines how the consumerist rhetoric of the online paper mills construes academic writing as a commodity for sale, and why such rhetoric appeals to students in first-year composition, whose cultural disconnect from the academic system of authorship increasingly leads them to patronize these sites.

This study is a corpus-based lexical study that aims to explore the use of words in Coxhead's (2000) Academic Word List (AWL) in journal articles in the field of applied linguistics. A 1.5 million-word corpus called the Applied Linguistics Research Articles Corpus (ALC) was created for this study. The corpus consists of 200 research articles that have been published in five applied linguistics journals, namely, "Applied Linguistics," "Language Learning," "The Modern Language Journal," "Second Language Research," and "TESOL Quarterly." Results show that AWL words account for 11.17% of the entire ALC. Using both frequency and range as the criteria for word forms selection, this study identifies 475 AWL and 128 non-AWL word forms that are used more than 50 times in the ALC and at least five times across the five journals. Most of the AWL word forms belong to the word families included in Coxhead's first and second sublists. The non-AWL word forms are specialized terms in applied linguistics, terms related to language education and research methodology, and adjectives/nouns indicating countries/languages. Pedagogical implications are made for both teachers and learners of academic English as a foreign language. (Contains 1 table.)

Using reporting verbs in research writing seems to be a problem for graduate students (or novice researchers) when writing a research paper. The aim of this paper is to raise the awareness of students in using reporting verbs. The main argument in this paper is based on the comparison of reporting verbs used by two expert researchers and two Thai novice researchers in the field of applied linguistics. The comparison reveals that reporting verbs used by the experts tend to be both factive (i.e., the current researcher portrays the previous researcher as presenting true information or a correct opinion) and non-factive (i.e., the current researcher gives no clear signal as to his/her attitude towards the previous researcher's information/opinion), while those used by the novice tend mainly to be factive. The comparison also shows that the experts tend to use three tenses (present simple tense, present perfect tense, and past simple tense) whereas the Thai novice researchers tend to mainly use present simple tense. The paper ends with a call for students to strive to increase their working reporting verbs, and to understand the differences in different reporting verbs and in the tenses of reporting verbs.

Discusses how basic-writing students' use of the World Wide Web in the dialogic process can advance a number of pedagogical objectives as students enter the "conversation of ideas" through reading and writing. Considers how this technology also necessitates a reconsideration of the relationship between authority, academic discourse, and basic writers. (SC)