Journal of Academic Writing

Developing Early Career Researchers’ Self-efficacy for Academic Writing

Gillian McLellan, Michelle Smith, Alison Hardy, Rowena Murray, Morag Thow — Fri, 27 Dec 2024 00:00:00 +0000

Self-efficacy is important for maintaining a person’s belief in their capacity to perform desired behaviours and achieve desired goals; without self-efficacy, in the context of academic writing, one may doubt their ability to achieve writing goals. Previous research showed that the Writing Meeting Framework (WMF) can enable desired changes in writing behaviours but did not consider the role of self-efficacy in this behaviour change. This UK-based study aimed to determine if the WMF could improve writing self-efficacy for postgraduate researchers (PGRs) and early career researchers (ECRs). Participants completed a baseline questionnaire to reflect on their writing experiences and then were randomly matched into 35 pairs. Each pair met online four times over eight weeks using the WMF and then completed a post-questionnaire, reflecting on their experiences. Analysis showed significant improvements in self-efficacy using the WMF: participants improved their ability to set realistic and achievable writing goals and increased their confidence in completing writing goals regularly. This study shows the WMF can develop PGRs’ and ECRs’ academic writing self-efficacy and suggests the WMF can develop writing attributes required to produce academic writing regularly and achieve individual writing goals. The WMF offers a mechanism for developing this important component of effective writing behaviour.

Authorial Voice in Academic Articles

Elizabeth Hanks, Grant Eckstein, Jacob Rawlins, Haley Briggs, Leanne Chun — Fri, 27 Dec 2024 00:00:00 +0000

Authorial voice plays a key role in helping writers establish themselves as experts in their field as well as demonstrate their individual style (e.g., Tardy, 2012). Citation usage has an important impact on authorial voice in academic writing and can be implemented in various ways; namely, through citation types (e.g., integral, non-integral) and citation presentation (e.g., direct quotes, summaries, generalizations). While many researchers have examined citation type among novice and experienced writers, researchers have largely overlooked citation presentation across disciplines – that is, how experienced authors balance the use of quotations, summaries, and generalization to index authorial voice. Beginning academic writers may be encouraged to use quotations to prevent plagiarism, but it is unclear if this advice reflects patterns in published writing across disciplines. In this study, we examine the background sections (i.e., introductions and/or literature reviews) of 270 academic research papers to evaluate the extent to which various citation types and presentations are used in background sections across six disciplines. Findings which can inform disciplinary writing guides and educational materials indicate disciplinary variation in citation type, with applied linguistics using the most citations overall and physics and biology using the fewest integral citations. Disciplines also differed in their citation presentation, with some favoring summaries and others favoring generalizations while quotation was rare overall. These results have important implications for teachers and material developers who can use these patterns of source usage to compare and contrast disciplinary norms and provide direct instruction on features of academic voice. Cross-disciplinary awareness of voice features can also highlight disciplinary patterns for students, allowing them to write more like experts in their fields.

Review of Research Methods in the Study of L2 Writing Processes

Gulbakhor Mamadiyeva , Ulugbek Nurmukhamedov — Fri, 27 Dec 2024 00:00:00 +0000

While there are a number of books that address how to research first language (L1) and second language (L2) writing, there are not many accessible research manuals that guide novice researchers on how to research cognitive processes associated with L1/L2 writing. Researching L1/L2 writing processes and development requires a consideration of a number of variables because writing typically occurs in many different contexts (e.g., in-class, at home), settings (e.g., ESL vs. EFL), modalities (e.g., paper and pen, digital), and conditions (e.g., individual, collaborative). We find the edited volume Research Methods in the Study of L2 Writing Processes by Rosa Manchón and Julio Rocaa (2023) to be insightful for two reasons. First, all the chapters in the volume provide step-by-step directions in researching L1/L2 writing processes, highlight methodological concerns, and offer ideas on addressing those concerns. Second, the volume provides an excellent overview of key considerations in employing diverse research instruments to study writing processes.

Teaching Students How to Tame the Warrant with the Toulmin Model in EFL/ESL Settings

Amar Bahadur Sherma — Fri, 27 Dec 2024 00:00:00 +0000

This teaching practice paper deals with some practical ideas of teaching the concept of ‘warrant’ in Toulmin’s mode of argumentation within EFL/ESL settings. While most students are familiar with making claims and providing evidence to support them, they may not understand the role of the warrant in connecting claims and reasons. Therefore, there is a strong need for teaching students how warrant plays a key role in argumentative writing. This teaching practice paper aims at bridging the gulf between some writing theories and useful examples to dissect the complexities of teaching warrant in writing classes.

Editorial and Production Credits (Vol. 14 No. 2 Winter 2024)

Magnus Gustafsson, Lisa Ganobcsik-Williams, Hatice Celebi, J. Clark Powers — Fri, 27 Dec 2024 00:00:00 +0000

Editorial: Demystifying Written Academic Discourse Through Structured Support Approaches

Magnus Gustafsson, Lisa Ganobcsik-Williams, Hatice Celebi, J. Clark Powers — Fri, 27 Dec 2024 00:00:00 +0000