A student’s guide to writing research proposals in the social sciences
Chapter 17 of the monograph is devoted to academic skills acquisition at a non-linguistic university in Russia. It provides the main purposes of students studying at a double (London University and the Higher School of Economics) Bachelor programme and various techniques.
To help graduate students write, a new service, Writing Support Circles, was implemented at a large southwestern state university in USA. The purpose of this paper is to share how challenges in the design of this service impacted writing self-efficacy of its participants.
The author presents the results of the recent study of project proposal presentations made by HSE graduates, and focuses largely on developing skills of academic writing. The materials presented can be useful for writing any type of an academic text.
The book aims to develop students’ academic reading and writing skills. It contains a collection of specifically developed tasks to supplement the British course book written by Mark Roberts “English for Economics in Higher Education” (Garnet Publishing Ltd., 2012).
It can be easily used by students, teachers and those who want to develop their academic reading and writing skills.
Academic writing presumes its compliance with prevailing European and worldwide practice. The existence of various documentation styles (MLA, APA, Chicago, Harvard, Oscola etc.) proposes paying attention not only to the content of an academic work but also to its execution, which should be done according to the peculiarities of a certain documentation style and the work professional orientation.
The article outlines the difficulties learners experience when mastering writing in an English for Academic Purposes Course. It considers different approaches to teaching writing, their advantages and disadvantages. It is suggested how tasks peculiar to each approach can be used in academic writing courses to resolve these difficulties. The examples given illustrate how tasks can be combined when essays and abstracts are created.
Most students come to their graduate programs with academic writing skills insufficient to excel in their studies. A lack of academic writing skills among graduate students has been a problem in a college of education at a large southeastern public research university where the project described in this article was implemented. To address this lack of academic writing skills, a new service, Writing Support Circles (WSCs), was designed and implemented for a small group of Latina students supported by a grant as a pilot program. WSCs are a series of workshops intended to create a community of learners who work together on improving their academic writing with guidance of a facilitator. The purpose of this article is to share the author’s experiences with designing and implementing WSCs with adult learners in a nonformal education setting at a university.