Exploring the Impact of Translanguaging on Chinese-speaking Students’Academic English Writing:Taking CET-4 as an Example

This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking process in English writing is based on two theories:critical period hypothesis and translanguaging.The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English.For those learners who lack proficiency in the second language,translanguaging is an effective auxiliary tool for them to complete AEW.

Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language:A Literature Review

Academic writing is social interaction between writer and reader,during which writers can employ discursive and non-discursive features to construct their identities.However,many student writers who are users of English as an additional language(EAL)may find it challenging to construct their identities in academic writing.Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self,exercise their agency,and negotiate the academic discourse.Therefore,this paper reviews empirical studies on EAL student writers'identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction.The findings show that,compared with expert writers and native-English-speaking(NES)counterparts,EAL student writers tend to present a weak authorial identity.Furthermore,EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims.The identities that EAL student writers construct in academic writing are also interwoven with EAL students'English proficiency levels,educational experience,disciplinary conventions,genre affordances,and audience awareness.The findings of this literature review can help teachers and educators raise EAL students’identity awareness and facilitate students in strategically constructing writer identities in academic writing.

Constructing Writer Identity in Developing Second Language Writer's Academic Writing

Writer identity in academic writing has long been ignored by developing L2 writers.Moreover,research has much focused on the reader in shaping writing,and treated the role of the writer as unproblematic.In this essay,the construction of writer identity in developing writers’academic writing practice will be explored through a review of some relevant literature research and gain insights for the development of writer apprentices and writing instruction.

An Empirical Study on Academic Writing of Applied Linguistics Articles

It has been suggested that Swales’create-a-research-space(CARS)model has had a tremendous influence on genre analysis in EAP and ESP and on the teaching of academic writing aiming at both L1 students or NNS students.In this essay,five RAs from TESOL Quarterly published from 1999 to 2001 will be analysed.The papers were selected because they were close in time and they had clearly defined and labelled introduction and conclusion sections.Based on CARS model,the paper will focus on structure of introductions and examine the link between introductions and conclusions by analysing the structure of conclusions.

Academic Writing from the Perspective of Second Language Acquisition

Under the influence of Chomsky's idea of the innate language faculty, language aptitude is seen as a special ability which is separate from general cognitive ability in the field of SLA. Thus, some linguists(Krashen, 1985) argue that language acquisition is a natural process and the acquired language knowledge contributes to the actual use of a second language. Furthermore,language learning through teaching or error correction is a conscious process which only means the learner knows the language knowledge, but it does not mean the learner can use this learnt knowledge to express something. However, Cummins(1979) argues that there are two independent language abilities, i.e., basic interpersonal communication skills and academic language proficiency. BICS refers to the ability required for oral communication and it can be acquired naturally, while CALP is in relation to one's academic language ability which can be developed by formal instruction. Cummins' proposal has made a great contribution to the awareness of classroom instruction in developing learners' academic skills including academic writing in SLA. The principle goal of this paper is to consider the characteristics of academic essays and the writing strategies of them. The major claim of this paper is that an academic essay is written for the purpose of explaining something, comparing two different things, analyzing facts, or trying to convince readers to accept the author's perspectives. Therefore, it is significant to write an academic essay by employing the strategies of definition, serializing, comparison, classification, and critical analysis, etc.

Reflection on Academic Writing

This paper shared challenges encountered in academic writing from the perspective of a novice researcher and experi⁃ences in attaining skills in developing a research article of proper quality.

A Genre-Based Approach to Developing Learning and Teaching Academic Writing Skills With Relation to the Omani Technical Context

Teachers are supposed to apply the Genre-Based Approach(GBA)to teach academic writing in the Foundation Year Program(FYP)in the colleges of technology.However,students in these colleges find it difficult to produce a formal piece of academic work(Al-Husseini,2004).Students seem to face lot of writing problems and so the author conducted this study to have a better understanding of what is happening.He carried a questionnaire study to reveal the causes of difficulties in academic writing.The author restricted his focus on research to lack of practice in applying these skills in students’writing as that is more relevant in the technical colleges’context.The study proved that the absence of practicing learning and teaching academic writing due to the insufficient use of the GBA,partly discourage the adequate mastering of these skills.Following the GBA to tackle such problem might be useful.As a consequence,the author considers this research study’s results as an additional evidence for the value of the GBA in developing the learning and teaching of academic writing skills to FYP Omani students in the technical colleges.

Lei Zu and Can Cong Weaved the Splendid Brocade and the Belt and Road Is Writing a Brilliant Chapter——The Chengdu Consensus of the Academic Seminar on the Land of Abundance and the Silk Road

'Dawn sees saturated reds;the town’s heavy with blooms.'We,more than 90 experts and scholars from home and abroad,attended The Academic Seminar on the Land of Abundance and the Silk Road held by the Association of Chinese Historians,the Guangming Daily Press,the Society for Chinese Archaeology,the Chinese Society on Ancient Capitals,the School of Archaeology and Museology of Peking University,and Sichuan Academy of

A Hands-on Approach Towards the Application of Research Methods in Academic Paper Writing

Based on an extensive summary of existing literature together with a random sampling of 70 graduate theses at the author’s university and 30 papers submitted to journals,which the author was entrusted to review,the present paper has addressed the novice researchers’common concern of research method application by defining and categorizing research methods and the related terms,combing and discussing the techniques for qualitative,quantitative,and mixed research methods in accordance with different research questions,and finally illustrating and explaining our viewpoints with real-life samples and comments.

When Prior Knowledge Helps： Self-Report of First-Year University Undergraduates on Academic Writing

This qualitative-dominant mixed study used content analysis, interviews, and survey to examine if first-year university undergraduates taking English language academic writing courses consider prior knowledge from high school English language five-paragraph essay writing style helpful. Sample included 67 first year university undergraduates. All the 67 students considered prior knowledge of the high school five-paragraph essay writing style helpful. They believed that it facilitated a transfer of learning in the first-year university undergraduate academic writing course. However, only 15 out of the respondents, who reported that prior knowledge of the high school English language five-paragraph essay writing style was helpful, also reported that they are level-appropriate competent in the first-year university undergraduate English language academic writing courses after one academic year. As such, essay-writing in high school offers students some foundation-knowledge to succeed in academic writing in universities. Further findings showed that students often delve into essay or academic writing without proper planning. Thus, it is recommended that universities introduce a bridge course specifically to address academic deficiency in reading and writing for all first year undergraduates upon admission into the university.

A Comparative Analysis of Syntactic Complexity in Applied Linguistics Abstracts Written by Chinese Novice Writers and Native English Advanced Writers

The rhetorical structure of abstracts has been a widely discussed topic, as it can greatly enhance the abstract writing skills of second-language writers. This study aims to provide guidance on the syntactic features that L2 learners can employ, as well as suggest which features they should focus on in English academic writing. To achieve this, all samples were analyzed for rhetorical moves using Hyland’s five-rhetorical move model. Additionally, all sentences were evaluated for syntactic complexity, considering measures such as global, clausal and phrasal complexity. The findings reveal that expert writers exhibit a more balanced use of syntactic complexity across moves, effectively fulfilling the rhetorical objectives of abstracts. On the other hand, MA students tend to rely excessively on embedded structures and dependent clauses in an attempt to increase complexity. The implications of these findings for academic writing research, pedagogy, and assessment are thoroughly discussed.

A Critique of The Effects of Essay Topics on Modal Verb Uses in L1 and L2 Academic Writing

This critical review assesses Eli Hinkel's research paper The Effects of Essay Topics on Modal Verb Uses in L1 and L2 Academic Writing in terms of both writing process and writing product. It acknowledges the merits as well as the flaws of the paper and concludes with future study suggestions.

The Status Quo of Topics Choosing in English Majors＇ Academic Writings—— A Case Study of CUPL Junior English Majors

Academic writings, whether they are BA dissertations or semester papers, are important carriers of one＇s ideas and findings of their own study and research spheres. In academic papers, the most important part is the choice of topics which determines the macro direction of the paper. Important as it is, it is difficult for the English majors to choose the most appropriate topics with idea-invested thesis statements instead of some factual statements. Therefore, in order to make clear of the status quo and underlying obstacles of topic choosing, this paper is to study on 98 samples from China University of Political Science and Law＇s junior English majors. By observing and analyzing their writings, the paper intends to fred out some possible and accessible methods to improve English majors＇ academic writing and offer some insights for teachers to make some adjustments in accordance with the status quo.

A Review on Studies of Theme in Academic Writing

Since Halliday’s expounding on Theme,this concept has aroused certain research attention,both theoretical and empirical.Its connotations and functions have been elaborated and Theme choice has been compared across genres,disciplines and writers of different English proficiency levels.However,the limited data in existing studies led to some conflicting conclusions and inadequate interpretation of Theme use.A thorough understanding of Theme in academic writing is therefore expected before it could be incorporated successfully into writing instruction.

Gender Differences on the Use of Amplifiers in Academic Writings

This study aims to investigate the use of amplifiers in term of gender and disciplinary groups in academic research arti cles,which is based on the British Academic Written English Corpus(BAWE).18 amplifiers were examined across two dimen sions:gender and disciplinary groups.The results show amplifiers are more common in males' academic writings than in those of females in general,amplifiers are used more often in AH discipline.However,not all amplifiers show significant gender differ ences between men and women.Six words show a significant difference between male and female writers:pretty,by far,perfect ly,quite,a great deal,totally,which are used more often by males.However,the interesting is in LS discipline,most amplifiers are used more often by female than male writers and males tend to use by far more frequently than females.

For a Systematic Teaching of Research at the University: Some Avenues for Reflection Informed by the Academic Writing Course

Scientific research aims to understand the reality that surrounds us.It is defined by Benoit Gauthier as:“an activity of objective quest for knowledge on factual questions”.By virtue of its goal of objectively advancing knowledge in a particular field,it requires rigor,precision and method.As heuristic practice is not a natural exercise,the skills required in the development of scientific work need to be taught to students who are often helpless in face of these requirements.It is therefore important for the faculty to support and,even more so,to train students in research.The Faculty of French and Francophone Studies at Beijing Foreign Studies University(BFSU)propose an Academic Writing course accessible to students of the fourth year of the bachelor program.This article first offers a description of the course in its components,both theoretical and practical.Then,it analyses the weaknesses observed by the professor during his teaching and some reflections are proposed in order to try to develop a more systemic approach to research at university aimed at allowing a greater empowerment of the students coupled with more comprehensive training.

Validity Study on the Test Paper of the Academic English Reading and Writing Course

The aim of this study is to conduct the validity analysis of the test paper of the academic English reading and writing course referring to the freshmen of non-English majors in a university of Technology in Shanghai.The validity is mainly analyzed from these three aspects:the content and construct validity,the reaction process,and the internal structure of the test paper.And the principles of language assessment in the design of the test paper are given in this study.The validity study was also conducted in a class with 42 freshmen,and the scores of them were analyzed through the internal correlation coefficient from Statistic Package for Social Science(SPSS)25.0.Finally,the validity of the test paper is concluded.

A Research on Errors in Paraphrasing in Academic Writing of English Majors

This paper seeks to identify errors made my English majors in academic writing so that preventive measures such as effective pedagogic strategies and learning activities can be devised and conducted to reduce these errors. In order to facilitate learners in horning their skills in paraphrasing, a practical strategy is proposed. It is hoped that by implementing strategies like this, ESL learners will be confident in using their own words to paraphrase academic texts with minimal errors.

Main Construction of Academic Writing: How to Construct the Introduction, Paragraphs and Conclusion

Academic writing is written output in Standard English.It is used as a type of assignment leading university students to reflect on a social phenomenon,a certain issue or a particular knowledge critically.Also,written output supplies college lecturers and professors with a practical and effective approach to evaluate students’comprehension to the given topic.In the process of pro?ducing,undergraduates especially freshmen who embark on academic writing prefer to organize their text with introduction,main body and conclusion,which is generally considered as three basic portions of an essay.The theory about how to establish a threestage academic article will be expounded in this essay.

On the Use of the Passive and Active Voice in Academic Writings of Meth ods Section

Voice is an important topic in academic writing research.Despite increasing research interest,voice has remained a contentious topic.In the article:On the Use of the Passive and Active Voice in Astrophysics Journal Papers:With Extensions to other Languages and other Fields,an interesting hypothesis has been put forward:“Writers of methods sections in this field tend to use we+active when they have made a unique procedural choice or have introduced some technical innovation.On the other hand,the passive seems to be used when authors are simply following established or standard procedures.”Based on the existing research,this paper chooses to study the active and passive forms in the methods section of research articles,and we examine the frequency of the active and passive verb forms in the methods section of two linguistics journal articles.And to verify an old hypothesis:The we+active is used for new stuff,while the passive is preferred for old stuff,this paper will examine the we+active forms and passive verb forms the in methods section in two linguistic journal articles.