Search

The need for proficiency in academic writing has never been more important due to its significance for academic success and professional growth. The skills required in academic writing range from research to critical thinking and communication skills. It develops holistic intellectual development and will help one run a successful professional life, more so in highly researchoriented areas where publications become highly valued. This paper has attempted to fill up the research gaps created by the lack of research into corpus linguistic and corpus-based studies in general within the parameters of Philippine academic writing, with its insufficiency of known studies on metadiscourse markers in particular. This paper examined the use of metadiscourse markers in a researcher-constructed 120,000-word corpus of academic papers written by Grade 11 Senior High School students, namely, concept papers, position papers, reaction papers, and scientific reports. Specifically, the research determined the metadiscourse markers used by students and their frequency across text types, as well as qualitative analysis of their contextual usage. In the current study, it is revealed that students utilize a wide array of interactive and interactional markers, drawing on Hyland's taxonomy of metadiscourse markers (2005) and AntConc V. 3.5.8, a corpus analysis software. The study revealed a predominant use of interactive over interactional metadiscourse markers, with a notable emphasis on transitions within the interactive category. Qualitative analysis also showed that transitions and engagement markers serve various functions, such as clarifying relationships within the text, structuring arguments, and providing additional information for better understanding. Interactional resources were also employed to convey the writer's stance, engage the reader, and present a balanced view by acknowledging different perspectives. Hence, the findings highlighted that text type, rhetorical purpose, and the use of metadiscourse markers interact closely in shaping how the writer communicates and accomplishes their purpose effectively. Future research should address writing ability and experience as factors influencing the choice of metadiscourse markers and examine their variation of use across academic and nonacademic settings. [ABSTRACT FROM AUTHOR]

Evaluating the long-term influence of academic papers in the early stage after publication is crucial for research management and decision-making. Although the total number of citations has been considered as a valid indicator to measure the academic influence of papers, there are still some bottleneck problems in predicting future citation counts. Firstly, it remains a challenging task to select the reasonable features due to the diversity of model features. Secondly, some prediction models are overly complex and their defects may cause prediction bias or even errors. Finally, the most important thing is that very few models possess long-term predictive ability. This paper proposes a prediction model that can provide an early evaluation of the long-term citations, or the long-term influence, of academic papers. The model uses features available immediately after publication or after a certain period of time. Taking academic papers in Information Science and Library Science as our experimental subject, we train the model using three machine learning algorithms and find that the artificial neural network performs satisfactorily. Our findings may offer guidance for research management and decision-making.

The classic reading club, characterized by its unique professionalism, diversity, high degree of freedom, and normalization, is becoming an important research and educational platform in the humanities and social sciences field of universities. Within the resonance field created by the reading club, members engage in collective reading to identify research paper topics, engage in debates to inspire paper writing ideas, write notes to accumulate material for academic writing, and provide mutual feedback to refine paper details, gradually enhancing their academic writing skills. The classic reading club effectively cultivates students' "reading and writing literacy", enhances their critical academic thinking, and helps them acquire essential academic writing skills through continuous practice, filling the gap in traditional classroom teaching in training students' academic paper writing abilities. [ABSTRACT FROM AUTHOR]