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An English 812 class in expository writing at Georgia State University was restructured by the instructor to become a seminar in academic publishing. Often, lengthy assignments are assigned in graduate seminar courses, with professors incorrectly assuming that graduate students already have knowledge of the writing process, when they often do not. The class is based on four assumptions of communicative competence graduate students must master: (1) research methodology and the model of knowing; (2) research by the extended research community is shared through professional journals and meetings; (3) to publish and to be cited is to enter the community's discourse; and (4) students' initiation into the research community is through the reading and writing they do. In this course, students are asked to review a book relevant to either their seminar presentations or final projects; report on an issue listed in the course overview or one of their own choosing; keep a daily notebook; provide 10 annotated entries on writing instruction; write an abstract for a specific conference; and rework existing papers or write a new paper for publication, with peer editing before the due date. The instructor completes all assignments with the students. (CR)

Descriptors: Academic Discourse, Classroom Techniques, Graduate Students, Graduate Study, Higher Education, Research Papers (Students), Seminars, Teaching Methods, Writing for Publication, Writing Improvement, Writing Instruction, Writing Processes, Writing Strategies











Autor: Gaillet, Lynee Lewis

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8006&id=ED402595







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