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Intro -- Foreword -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1: Academic Literacy Development: What Does It Entail for Multilingual Scholars? -- The Multiple Dimensions of Academic Literacy Development -- Rationale and Aim of the Book -- Organisation of the Book -- Part I: Language Policies and Academic Literacy -- Part II: Developing and Linking Literacies-Academic, Professional Literacy and Genre Literacy -- Part III: Agency, Identity and Self-representation in Literacy Development -- Part IV: Individual Trajectories in Academic Literacy Development -- Academic Literacy Development After the Spring of 2020: Quo Vadis? -- Power, Identity and Academic Literacy: A Coda -- References -- Part I: Language Policies and Academic Literacy -- 2: Polycentricity and Scaling in Analysing Textual Trajectories of Writing for Publication -- Introduction -- Textual Trajectories, Polycentricity and Scaling Practices -- Data and Methods -- Findings and Discussion: Polycentricity and Scaling Practices in Writing for Publication -- Conclusions -- Appendix: Transcription Conventions -- References -- 3: Must All Theses Be Written in English? Implications of Language Requirements in UK Universities -- Internationalisation in Higher Education -- Implications -- Other Languages -- Research Questions -- Material and Method -- Results -- Features of LOE Submissions -- Specific Conditions -- Subjects Qualifying for LOE Use -- Caveats -- Positives -- Conclusions -- References -- 4: What Counts as 'Good' Academic Writing? The Interplay of Writing Norms in International Higher Education -- Introduction -- Good Writing as 'Good English'? -- Academic Ideals and Cultural Traditions -- Disciplinary Knowledge Construction -- Conclusion -- References.
Part II: Developing and Linking Literacies: Academic, Professional Literacy and Genre-Related Literacy -- 5: Methods for Developing Literacy in Professional and Academic Contexts: Using Protocol-Assisted Modeling -- Introduction -- Background: 'Becoming' a Technical Writer Through Protocol-Assisted Modeling -- Becoming a Technical Writer -- Protocol-Assisted Modeling -- Creating Protocol-Assisted Modeling Exercises -- Methods -- Research Questions -- Participants -- Materials -- Procedure -- Results -- Progressive Increase in the Length of Written Responses -- Early Focus on Surface Features -- Increasing Ability to Predict Reader Reactions -- More Unprompted Diagnoses and Suggestions for Revision -- Discussion and Conclusion -- Evaluating Protocol-Assisted Modeling for Developing Academic and/or Professional Literacy -- How the PAM Method May Contribute to Building A Disciplinary or Professional Identity and Epistemology -- Study Implications -- References -- 6: Taking the Ethnomethodological Lens to Enquire into Academic Literacy Development in Graduate Students -- Introduction -- Study Design -- Context of the Study -- Design of the Study: Data Sources as Ethnomethodology -- Results and Discussion -- The Survey: Results of the Quantitative Analysis -- Dimensions of Literacy: Major Themes Identified in the Interviews -- Implications and Limitations -- Concluding Remarks -- References -- 7: Developing Writer Autonomy in an Intensive EMI Program: Learners' Perceptions -- Introduction -- Using English in EMI Programs at International Universities -- Academic Writing and EMI -- Students and Self-regulation in Writing -- The Study -- Participants -- Pre- and Post-surveys and Reflections -- Results: Surveys -- Results: Reflections -- Theme #1: Thesis-Driven Writing -- Theme #2: University Writing Versus Other Writing.
Theme # 3: Academic Writing in English Versus Other Languages -- Discussion -- Conclusion -- References -- 8: "Where Does the Science Go?": An Ethnographic Study of Chemistry PhD Students Learning Science Communication Genres -- Introduction -- Sci Comm and Popularizations -- An Ethnographic Investigation -- The Research Context -- Disciplinary Identity and Critical Approaches to Sci Comm -- Conclusions -- References -- Part III: Agency, Identity and Self-representation in Literacy Development -- 9: Authorial Voice in Doctoral Writing: Published Advice -- Introduction -- Voice in Doctoral Writing: Research and Published Advice -- The Concept of Voice -- Published Advice -- Method -- Choice of Guidebooks and Online Resources -- Analysis -- Findings and Discussion -- Conclusions -- References -- 10: Dimensions of Student Writer's Self in Qualitative Research Interviews -- Introduction -- Research Interview and Narrative -- The Writer's Self from a Theoretical Perspective -- Data and Approach -- Case Study 1-DN (Portugal) -- Case 2: SL (R. N. Macedonia) -- Case 3: IC (Ukraine) -- Results and Discussion -- Anxious Writer -- Supported Writer -- Independent Writer -- Triumphant Writer -- Conclusions -- References -- 11: Researcher Reflexivity in an Ethnographic Study on Academic Literacy Development -- Introduction -- Academic Literacy Research and Ethnographic Inquiries -- Researcher Reflexivity in Writing Research -- Methodology -- Findings -- The Facets of My Identity and My Understanding of Participants -- Meaning and Knowledge Co-construction in the Research -- Discussion -- References -- Part IV: Individual Trajectories in Academic Literacy Development -- 12: Knowledge Construction and Dissemination: The Narrative of a Multilingual Early Career Academic -- Introduction -- Conceptual Framework -- Methodological Framework -- Findings.
Discursive Domain -- Non-discursive Domain -- Legitimate Peripheral Isolation -- Discussion -- Conclusion -- References -- 13: Engaging Internationally in Academia: How Personal Experience Shapes Academic Literacy Development -- Introduction -- Academic Literacy and Writing Strategies -- Academic Literacy and Language Competence -- Academic Writing Courses -- Situated Writing Strategies -- Methodology -- Results -- Developing Academic Literacy -- Writing Strategies and Resources -- Collaboration with Literacy Brokers -- Discussion -- Conclusions -- References -- 14: Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies -- Introduction -- Peer Review and Writing Literacies Within the Literature -- Method: The Concept Map-Mediated Interview -- Context and Participants -- The Concept Map-Mediated Interview Method -- Findings and Discussion -- The Emotive Nature of Feedback -- Employing Strategies -- Academics' Literacy Development -- Tensions Within the Peer Review Process -- Concluding Thoughts -- References -- 15: The Research Networks and Writing for Publication Practices of Two Colombian Early-Career Researchers: A Longitudinal Interview Study -- Introduction -- Review of the Literature -- Methodology -- Participants -- Materials -- Procedures -- Data Analysis and Interpretation -- Findings and Discussion -- Eli -- Biographical Data -- 2016: Writing -- 2016: Networks -- 2019-2020: Writing -- 2019-2020: Writing and Networks -- Leah -- Biographical Data -- 2016: Writing -- 2016: Networks -- 2019-2020: Writing -- 2019-2020: Writing and Networks -- Conclusion -- References -- Academic Literacy Development After the Spring of 2020: Quo Vadis? -- 16: Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers.
The Internationalization of US Higher Education and Online Learning -- The Need for a Framework for L2 Online Writing Course Design and Instruction -- Exploring Student and Instructor Perceptions -- Student Perceptions -- Teacher Perceptions -- Adapting a Framework for Making Decisions -- Key Considerations for Online Academic Writing Course Design and Instruction: An Adaptable Framework -- Category 1: Beliefs and Assumptions About Teaching and Learning L2 Writing Online -- Beliefs -- Assumptions -- Instructor Roles -- Category 2: Knowledge of the Relevant Issues in Teaching and Learning L2 Writing Online -- L2 Writing Pedagogy -- Distance Learning -- Category 3: The Practical Realities of the Local Teaching and Learning Setting Online -- Institution -- Program -- Instructor -- Students -- Conclusion -- References -- 17: Power, Identity, and Academic Literacy: A Coda -- Navigating the Social Aspects of Advanced Literacy Production -- Power, Pedagogy, and Diversity in Academic Knowledge Creation -- References -- Index.
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1770-2021 - IEEE Recommended Practice for the Usage of Terms Commonly Employed in the Field of Large-Signal Vector Network Analysis / / Institute of Electrical and Electronics Engineer
