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The author discusses the importance of writing history research paper. He emphasizes that if educators do not prepare students for academic reading and writing, they set up for failure in college and workplace. He says that he develops the journal "Concord Review" as history research paper can restore the importance of academic reading and writing. He stresses that in teaching students how to write, educators should give them writing examples found in nonfiction books.

This article analyses the transitivity system instantiated by the most frequent academic verbs in research papers in Brazilian Portuguese, based on the proposed division of vocabulary by Webb and Nation (2017) and Systemic-Functional Linguistics (Halliday & Matthiessen, 2014). To achieve this purpose, a corpus of 12.3 million words was compiled, containing research papers from all eight Major Areas of knowledge, representing the different disciplines according to CNPq, so that there was sufficient variety of linguistic evidence to identify academic vocabulary. From preliminary results, these items were analysed from the perspective of Systemic-Functional Linguistics, in which we observed that the choices of types of processes, the configuration of the sentence and the participants, directly reflect the characteristics of the academic genre, specifically writing of research articles, such as impersonal writing, focus on research activities and procedures, and objectivity when reporting results. Thus, through the description of the transitivity system in frequent academic verbs, we expect to contribute to a deeper understanding of academic writing, in addition to advancing theoretical studies under different perspectives of analysis, based on real expositions of the language in use. [ABSTRACT FROM AUTHOR]

In this paper I attempt to locate the study of academic writing in the broader field of Literacies as Social Practice. I begin with a brief summary of recent theories of Literacies as Social Practice and then recount some of the ethnographic methods for studying these. I then discuss the application of these concepts to academic writing in Higher education, including university, not just school and support for teachers as well as students. This involves notions of "academic language and literacies" and I cite a paper on this entitled "modelling for diversity" based on a research project in London, including issues of how English language is addressed, and the complexity involved in the diversity currently evident (Leung & Street, 2014). I conclude by drawing out some of the implications of this work for both theory and practice.

Purpose: This paper aims to identify the difficulties postgraduate students face in writing the literature review for their thesis and dissertation. Methodology: Seventy postgraduate students from 9 faculties in one public university in the Klang Valley consented to participating in this study. They were 49 Masters candidates and 21 doctoral (PhD) candidates attending a workshop on academic writing. Among them, 31 were Malaysians and 39 were foreigners with the majority being Arabs and Africans. After an icebreaking session, participants were asked what their writing difficulties are when doing their literature review. They were told to write their responses in English in a paper. A linguistic analysis was then applied to the written phrases and expressions which denote their difficulties. These were then categorised under common themes and manually counted in terms of the frequency. Findings: A total of 37 categories of difficulties were detected. They encompassed basic and advanced skills in reading and writing including "not knowing what to read", "how to read", "how to start writing", "organising", "doing a critical analysis", "summarising" and "synthesising". Significance: The findings imply that most of the participants do not possess the necessary skills of reading and writing which are required in most postgraduate programmes. Thus, it is imperative that institutions of higher learning develop stricter criteria for student selection. Alternatively, a programme providing support in reading and writing may enable these postgraduate students to raise their level before being admitted. This kind of support can help to mitigate the burden imposed on supervisors as well as develop better quality postgraduate students.

This paper represents some suggestions towards discourse-analytic approaches for ESL/EFL education, with the focus on identifying the textual forms which can contribute to the textual difficulty. Textual difficulty/comprehensibility, rather than being purely text-based or reader-dependent, is certainly a matter of interaction between text and reader. The paper will look at some of the textual factors which can be argued to make a text more or less readable for the same reader. The main focus here will be on academic texts. The high cognitive load and low readability of the expository texts in various academic disciplines will be argued to belong to certain textual strategies as well as variations in the configurations of the T-units as the prime scaffolding for the textualization process. Different categories of these variations to be discussed here will be exemplified from a few academic and expository registers. More extensive textual analyses will, of course, be necessary in order to be able to make evidential suggestions for possible correlations between certain types and clusters of T-unit configurations on the one hand, and cognitive load and readability indices on the other, across various academic registers, genres and disciplines.

LEGO blocks have been played with by generations of children worldwide since the 1950s. It is undeniable that they boost creativity, eye-hand coordination, focus, planning, problem solving and many other skills. LEGO bricks have been also used by educators across the curricula as they are extremely motivating and engaging and, in effect, make learning effective. The toy has developed with time, as a result of technology impact as well as users' needs and expectations. This paper describes the transformation of the use of LEGO based activity in the academic writing class in the Institute of English Studies at the University of Social Sciences and Humanities in Warsaw, Poland spanning a period of the last seven years. Originally, the author's idea was just to illustrate in theory the principle of cohesion and coherence on the example of Lego composition instruction, a concept described by Joseph Williams; however, it evolved into a highly successful technology mediated task-based activity. The activity has been conducted since 2008 and in the author's newest 2014/15 version, it involves online writing, digital photography, computer editing programs, animation, e-learning tools and blogging; it boosts, apart from the above mentioned skills, writing, reading, teamwork and IT skills. Its teaching/learning success results also from its multimodality, learner empowerment and authenticity. Moreover, the case illustrates teacher development due to both external and internal class factors, including the impact of learners' competence and skills on the transformation of the activity itself and the resulting teacher training. Finally, the paper focuses on the role of the fast changing ICT technology in the development and adjustment of the English language learning task, the task based on the innovative use of Lego blocks in teaching academic skills to the students of the English studies program.

Teachers are now experiencing the age of quantitative test-driven assessment, in which there is little weight accorded to teacher-based judgement about student progress. In the Australian context, the NAPLaN test has become a driving force in school and teacher accountability. The language of NAPLaN is one of bands and numerical scores and comparative performance, measuring schools against other "similar" schools and against a national average. The consequences of this are troubling for all teachers. For EAL/D teachers whose specialised professional knowledge relates to building the academic English language of EAL/D learners, NAPLaN is highly problematic because it takes no account of second language factors which might impact on test performance. Yet, NAPLaN data do offer rich yet largely unexploited opportunity to highlight the validity of teacher judgement in the classroom. This paper will use ESL Bandscale data in an analysis of the NAPLaN performance of EAL/D students to show how teacher judgement (captured by the ESL Bandscales) is valid and aligned with NAPLaN performance. I will demystify the power and the fallibility of large-scale assessment like NAPLaN: to identify in which contexts large-scale data analysis is useful, and its limitations in micro-settings which include the classroom. The second goal of this paper is to stress the utility of teacher data, measured quantitatively, but based on qualitative observation, when it is grounded in teacher professional knowledge. Ultimately, such arguments serve to highlight the importance of remaining grounded in strong TESOL pedagogy, despite the intense pressure to follow mainstream English (as first language) literacy responses to NAPLaN testing.

An editorial is presented to emphasis that the Journal of Management is open to publishing qualitative research. The editorial presents an overview to the editorial review process at the journal for qualitative research which includes a conventional option or the Special Call that allows for a feedback process between the authors and the editors.

This study explores linguistic variation in research papers published by Saudi and British researchers in Linguistics and English language teaching (ELT). The main aim is to identify and compare interdisciplinary lexico-grammatical patterns between and within the sub-disciplines of these research articles, exploring the extent to which Saudi research articles align with or diverge from their British counterparts. Utilizing Biber's (1988) multidimensional model, this research developed a specialized corpus of academic research articles, which was analyzed using multivariate statistical techniques to investigate linguistic variation. The corpus included tagging of 67 linguistic features, and factor analysis was employed to identify patterns of linguistic cooccurrence. Significant findings indicate that Saudi research papers distinctly differ from British papers in their preference for informational, explicit, non-argumentative, and abstract discourse. Notably, while most sections of the research papers showed variations in non-argumentative discourse, the ELT conclusion sections from both regions demonstrated a tendency towards mixedpurpose discourse. The significance of the study lies in its detailed analysis of how regional differences affect lexico-grammatical choices within academic writing, offering a deeper understanding of linguistic strategies in scholarly communication. The study concludes with recommendations for further research to explore underlying factors contributing to these differences and suggests the development of targeted academic writing aids to support researchers in achieving greater international coherence in their discourse. This could potentially enhance the clarity and impact of scholarly communication across diverse linguistic and cultural backgrounds. [ABSTRACT FROM AUTHOR]

Mission statements are "in" these days. So it was only a matter of time before the authors' own institution was called upon to define itself. What could be easier? The people charged to draft the statement, the faculty, were simply being asked to describe their own doings. The authors discover that with a diverse range of opinions it was not easy after all.

Writers of research articles are expected to present research information in a structured manner by following a certain rhetorical patterns determined by the discourse community. Failures to keep to the writing standard and rhetorical pattern are likely to lower the acceptance rate. While producing a research article is understandably a complex task, it is even more difficult if one is writing in his or her second or third language. Even if grammatical mistakes can be ironed out by a language editor, researchers are on their own when it comes to rhetorical presentation of their research ideas. The available research writing guidelines constructed in the native speaker context often fall short in addressing rhetorical aspects related to cultural issues that have been known to influence most non native English (NNE) writings. Motivated by the complexity of rhetorical presentation in research articles and the problems on writing research articles by NNE writers, this paper is aimed to explore the rhetorical moves used by the Malaysian writers in the introduction section of Computer Science research articles for journal publication. CARS model (Swales, 2004) is used to analyze the rhetorical moves in the introduction section of Computer Science research articles by the Malaysian writers. The study begins with a corpus compilation of five research articles (RA) by the writers followed by move analysis use in the CARS model (Swales, 2004) was conducted to analyze the articles. The analysis revealed that majority of the writers adopted most of the rhetorical strategies in Swales model (2004). The paper concludes that CARS model is suitable in identifying the rhetorical moves in the RA by Malaysian writers.

Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors' practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled "Knowledge, Enquiry and Communication" (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives.

For academics, foreign language academic literacy is essential in order to read and analyze academic sources in the foreign language effectively as well as to produce and present their own work in that language. In spite of various studies and trainings on English for academic purposes, it is still questioned why academics and graduate students cannot have the literacy in this area. To address this problem, it is necessary to examine and determine their needs for foreign language academic literacy. Therefore, the present paper reports a large scale needs analysis on the academics and graduate students across different disciplines all over Turkey. Applying quantitative research method, this study adapted a survey model to determine and discuss which academic language skill is the most difficult and what language skill competencies they should improve from their perspective. The results were analyzed in terms of the language skill competencies and the participants' disciplines they studied. The findings indicated that the participants needed most of the competencies questioned in the survey, and their needs were language-skill specific rather than discipline-specific. The participants mostly emphasized academic writing competencies, which supports the assumption in the literature that productive skills are the most difficult skill to improve for learners.

As academic language skills develop, young learners are able to rise to the challenge of increasingly complex communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh, 2008; Pasqual Peña, 2010) to a greater extent than non-CLIL contexts. However, research that attempts to test this assumption has so far tended to do so from a pragmalinguistic perspective (Lorenzo & Rodríguez, 2014; Lorenzo, 2017). This paper takes a sociopragmatic approach to exploring the differences between CLIL and non-CLIL contexts regarding how they facilitate the development of early academic language skills. That is, how the communicative intentions that underlie CLIL and non-CLIL classroom discourse may help or hinder the development of such skills. The data were collected by observing classroom discourse in CLIL and EFL primary-school lessons, in Spanish-based and Catalan-based linguistic models. The method followed was to apply a taxonomy of the sociopragmatic level of academic language (Henrichs, 2010) to determine the quality of the conversational style and intersubjective cooperation found in the discourse. The results indicate that CLIL classroom discourse is characterised by the sort of conversational style that facilitates the development of academic language skills. However, in terms of intersubjective cooperation the results are somewhat inconclusive. Based on these results, the study suggests raising awareness of the role of conversational style in classroom discourse so as to boost the quality of teacher-student interactions in primary-school CLIL contexts and, thus, contribute to an identified need for continuous improvement of CLIL pedagogies and teacher training (Lorenzo, 2007; de Graaff et al., 2007).

This study examines the significance and trends of WE as the most frequently used self-mention in academic writing, highlighting its role in identity construction and academic discourse within English for Specific Purposes (ESP). The main research question addresses the current usage patterns and future directions of WE in scholarly articles. Drawing from the Web of Science Core Collection, 117 papers published between 2008 and 2022 were analyzed using VOSviewer. The findings reveal evolving patterns in the use of WE, offering new insights into self-mention practices in international academic contexts. [ABSTRACT FROM AUTHOR]

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This paper presents the rationale, common practices, challenges, and some personal anecdotes from a journal editor on the production, use, and re-use of peer-reviewed scholarly articles as open educational resources (OER). The scholarly and professional discourse related to open educational resources has largely focused on open learning objects, courseware, and textbooks. However, especially in graduate education, articles published in scholarly journals are often a major component of the course content in formal education. In addition, open access journal articles are critical to expanding access to knowledge by scholars in the developing world and in fostering citizen science, by which everyone has access to the latest academic information and research results. In this article, I highlight some of the challenges, economic models, and evidence for quality of open access journal content and look at new affordances provided by the Net for enhanced functionality, access, and distribution. In the 17 years since I graduated with a doctorate degree, the climate and acceptance of open access publishing has almost reversed itself. I recall a conversation with my PhD supervisor in which he argued that publishing online was not a viable option as the product would not have permanency, scholarly recognition, or the prestige of a paper publication. His comments reflect the confusion between online resources and those described as open access, but as well illustrate the change in academic acceptance and use of open access products during the past decade. The evolution from paper to online production and consumption is a disruptive technology in which much lower cost and increased accessibility of online work opens the product to a completely new group of potential users. In the case of OER these consumers are primarily students, but certainly access to scholars from all parts of the globe and the availability to support citizen science (Silvertown, 2009) should not be underestimated. (Contains 2 figures.)

This paper examines discursive features of engagement (Hyland, 2009) demonstrated by native English- and Russian-speaking academics in their research articles. Pronoun choice, formation of directives, references to shared information, and use of rhetorical questions are identified in written academic discourse and analyzed quantitatively and qualitatively. This research connects the use of interactional features in research-based writing and the communicative practices of the authors. It is argued that academic discursive traditions are molded by the sociocultural environment, which either encourages or discourages a writer to engage in dialogue with the reader.

Language use changes over time. In Indigenous contexts, language alters to suit the shifting nature of cultural expression as this might fit with Indigenous peoples' preference or as a consequence of changes to outdated and colonial modes of expression. For students studying in the discipline of Indigenous Studies, learning to use appropriate terminology in written and oral expression can be a source of anxiety. In this paper, we consider how providing insight into the political nature of language can help students to be mindful and to understand that systems of naming have a political impact on those being named and those doing the naming. This paper reflects the views and experiences of teaching staff at the Indigenous Studies Unit (ISU) in the Faculty of Arts at the University of Wollongong. It comes from our teaching experience, and from discussions with staff and students over the past few years that have conveyed to us a continuing anxiety about language use. (Contains 7 footnotes.)

The increasingly diverse language backgrounds of their students are creating new challenges for English-medium universities. One response in Australian and New Zealand institutions has been to introduce post-entry language assessment (PELA) to identify incoming students who need to enhance their academic language ability. One successful example of this type of programme is the Diagnostic English Language Needs Assessment (DELNA) at the University of Auckland, which has been implemented across the university since 2002. This paper discusses the reasons for introducing the assessment and outlines its current operation. As part of the validation process feedback is obtained from academic staff, and from students who have completed the assessment and been advised about their opportunities for enriching their academic literacy. The focus of this paper is on the ways the feedback has led to changes both in the composition and administration of the assessment and the delivery of effective English language programmes.

This paper outlines the theory of the six-step method developed by personnel in the Language and Learning department at Caledonian College of Engineering, Oman. The paper further illustrates the application of this method in teaching Project, Listening, Reading, Writing, and Speaking & Debate at Foundation level. The assumption in applying the six-step method at Foundation level is that, after repeated exposure, learners should be able to apply it in their engineering studies. The paper therefore discusses the transferability of this method both as a teaching and as a learning approach. Findings indicate that the six-step method in EFL context expects more from learners whose linguistic level is lower than it should be due to insufficient exposure to the target language. That is, the method works much better on the application level, where learners are expected to work independently (with the teacher taking a "backseat") to accomplish a given task. Notwithstanding, the method encourages and fosters independent learning and the acquisition of soft skills. Furthermore, findings reveal that the transferability of the method to engineering programmes as a learning approach leans heavily on its application as a teaching approach.

The article discusses award-winning papers that were published in the journal during 2014, including "Preoptic activation and connectivity during thermal sweating in humans," by Michael Farrell, David Trevaks and Robin McAllen, "Responses of large mammals to climate change," by Robyn Hetem, Andrea Fuller, Shane Maloney, and Duncan Mitchell and a paper by author Boris Kingma.

The article considers the prospects of adaptation of academic discourse to the needs of Russian tertiary students of the Humanities with the view of developing academic literacy in native language. The authors made an attempt to extrapolate the techniques of academic writing, i.e., note-taking, thesis-writing, paraphrasing, paragraphing, hedging, proof-reading etc. to Russian language research papers and to integrate them with the students’ major. The course implies acquiring research and professional competences as well as readiness to construct one’s own knowledge in mother tongue.