Academic writing - Курсовая работа

Accordingly, we will focus on the importance of English language academic writing skills and will set out to determine micro- and macro-skills necessary for academic success of Russian students. The main focus of the paper will cover students studying for an MA in Linguistics in the Higher School of Economics (HSE MA FL Program). The sampling should not under any circumstances be considered representative of the students studying in other universities of the country but rather is intended to set a starting point for further research and application of the findings. The purpose of the paper, thus, is to achieve the following aims: (1) to suggest the ultimate goal for the English language academic writing curriculum at the graduate level of the HSE MA FL Program (2) to identify the micro and macro English language academic writing skills the students in the HSE MA FL Program must have for academic success in global academic community (3) to determine the micro and macro English language academic writing skills the students in the HSE MA FL Program must have to meet the writing demands of the HSE MA FL Program (4) to suggest the design of the methodology that will allow the HSE FL faculty to assess whether the skills determined by the analysis have influence on the graduate students’ overall success in the HSE MA FL Program 4. Literature Review academic writing language teacher 4.1 Analysis of the sources To accomplish the first two aims of the paper, we have used three main sources: Considerations and suggestions from the proposal “Making New Things, Trying New Things: Creating a Higher Education Writing Curriculum in 21st Century Russia,” researched and written by Dr. Debra Josephson Abrams; Impressions of Russian academic-writing practitioners regarding the experience of integrating academic writing courses in their settings; Analysis of the literature on academic writing, published in English. In this chapter of the paper, we will analyze the relevant literature on English language academic writing we have been able to locate. To begin, it is worth noting that although it was evident several decades ago that there were no comprehensive studies investigating both micro and macro skills (Silva, 1993), some researchers still note the lack of holistic research on writing as a mix of micro and macro skills (Nguyen, 2016). Therefore, this paper will build on various pieces of research in academic writing. Research into writing in English has had a number of purposes. Some researchers are interested in writing as a product: they look into a finished written text, ‘a product’, and investigate invariable features of the passages themselves. Other researchers have been interested in writing as a process, or in determining what the stages are (such as planning and revising) through which a writer is going when composing a piece. Language assessment: Principles and classroom practices. Allyn & Bacon. This list is more extensive and requires abilities that go beyond what can be captured by grammar and lexis mastery. Since the purpose of this research is to identify the set of skills required within a certain context (in this case HSE Master’s Program in Linguistics, Teaching English, and Cross Cultural Communication), we are going to look at the studies focused on graduate level writing and to figure out whether all of the skills listed by Brown have been considered necessary for graduate academic outcomes. Unfortunately, the studies conducted in a Russian context are scarce. In one of the existing studies, Butler et al. investigate Russian students’ and teachers’ perceptions of academic English writing and offer several insights into cultural context that may impede clear written communication. (Interestingly, one of the reasons for unclear communication, which has been given, is disregard that Russian academic writing instructors are facing in non-linguistic universities). The work also offers tantalizing insight into the skills needed to succeed in writing, alluding to the US practice of writing across curriculum. Among the most important skills mentioned in the paper are analyzing, synthesizing, evaluating research, and describing, comparing, contrasting, and critically examining disciplinary content. A related article by two other Russian scholars Suchkova and Dudnikova (2015) offers more insight into Russian academic writing setting. In the article Learning to Teach Writing through Writing, as part of the work on the course (and the course book) on English language academic writing, the scholars refer to the written papers collected from the students of Samara State Pedagogical University, Samara State Aerospace University, and Povolzhskaya Academy of Social Sciences and Humanities.