Publication details
From Scaffolding to Independence: A Combined Approach to Teaching Academic Writing to EFL Doctoral Students of Geography (poster)
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Attached files | |
| Description | The poster deals with teaching disciplinary writing in English for publication, stemming from a 3-year-long project financed by EU structural funds. A combination of specific approaches based on the process of communication will be put forward with specifically designed activities focusing on the sender/writer, the message/text, and the receiver/reader. The writer-oriented approach, drawing on creative writing techniques, develops students' skills during the process of writing (pre-, during, and post-writing). The text-oriented approach, making use of corpus linguistics tools, enables students to include in their texts discipline- and/or journal-specific lexico-grammatical features. Finally, the reader-oriented approach, taking into account writing as a social activity, teaches students the importance of collaboration, peer-reviewing and taking on the role of a scientist. Such a combination of approaches ensures the development of every aspect of disciplinary-specific academic writing skills necessary for publishing research in the 21st century. |