ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide a... more ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide an insight into second language students’ use of direct quotations in their MA theses by comparing direct quotations in high-rated and low-rated Master's theses, and by exploring student writers’ own motivations to quote directly from sources. The corpus consists of eight high-rated and eight low-rated Master's theses written in English in the field of gender studies by students from Central and Eastern Europe studying at an English-medium university in Central Europe. The findings show that high-rated theses display almost three times as many direct quotations per 1000 words as low-rated theses, which was found to be statistically significant. Differences are also evident in the type of quotations preferred: while high-rated theses primarily use quotation fragments (i.e., quotations shorter than a T-unit), low-rated theses rely on clause-based quotations, which do not require modification when quoted in a text. Interviews with student writers reveal the following motivations to quote directly from sources: (a) source-related motivations (e.g., vivid expression of an idea), (b) writers’ own goals (e.g., stylistic variety), (c) external factors (e.g., lack of time), and (d) students’ beliefs and fears (e.g., fear of plagiarism). The findings are discussed with reference to the development of student academic writing in the area of source use and citation. Pedagogical recommendations aimed at making students’ use of direct quotations more effective are also offered.
As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. ... more As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. The pedagogic structure of each book ensures the readers the opportunity to think and reflect while he or she is introduced to key concepts and appropriate skills of a theme or ...
Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dis... more Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervise... more Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervisee’s draft chapters, and departmental supervisory guidelines, this study focuses on the roles a master’s dissertation supervisor plays during the course of supervision. These roles are discussed referring to models of supervisory pedagogy, the teaching, partnership, apprenticeship, contractual, pastoral, and non-interfering models. Supervisee and supervisor agreed that the supervisor aligned with different roles at different times for different purposes, showing this was a case of adaptive supervision. Nonetheless, the supervisor’s feedback indicated supervision was more directive than his interview data suggested, illustrating the need to collect data from multiple sources to capture the complexities of the supervisory dynamic. We conclude that the dangers of departments attempting to formulate homogenized supervisory practices are highlighted by our case.
This article explores five students' perceptions of their writing experiences at an English-m... more This article explores five students' perceptions of their writing experiences at an English-medium post-graduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback practices). The analysis shows that some of these differences are unexpected for the students and require a period of adjustment during their transition to an English-medium university. The article concludes by discussing the implications of the findings for English for academic purposes
... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of ... more ... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of Essex, Colchester CO4 3SQ, UK Email: nharwood@essex.ac.uk Performance in the Citing Behavior of Two Student Writers Nigel Harwood1 and Bojana Petric´1 ...
ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide a... more ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide an insight into second language students’ use of direct quotations in their MA theses by comparing direct quotations in high-rated and low-rated Master's theses, and by exploring student writers’ own motivations to quote directly from sources. The corpus consists of eight high-rated and eight low-rated Master's theses written in English in the field of gender studies by students from Central and Eastern Europe studying at an English-medium university in Central Europe. The findings show that high-rated theses display almost three times as many direct quotations per 1000 words as low-rated theses, which was found to be statistically significant. Differences are also evident in the type of quotations preferred: while high-rated theses primarily use quotation fragments (i.e., quotations shorter than a T-unit), low-rated theses rely on clause-based quotations, which do not require modification when quoted in a text. Interviews with student writers reveal the following motivations to quote directly from sources: (a) source-related motivations (e.g., vivid expression of an idea), (b) writers’ own goals (e.g., stylistic variety), (c) external factors (e.g., lack of time), and (d) students’ beliefs and fears (e.g., fear of plagiarism). The findings are discussed with reference to the development of student academic writing in the area of source use and citation. Pedagogical recommendations aimed at making students’ use of direct quotations more effective are also offered.
As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. ... more As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. The pedagogic structure of each book ensures the readers the opportunity to think and reflect while he or she is introduced to key concepts and appropriate skills of a theme or ...
Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dis... more Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervise... more Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervisee’s draft chapters, and departmental supervisory guidelines, this study focuses on the roles a master’s dissertation supervisor plays during the course of supervision. These roles are discussed referring to models of supervisory pedagogy, the teaching, partnership, apprenticeship, contractual, pastoral, and non-interfering models. Supervisee and supervisor agreed that the supervisor aligned with different roles at different times for different purposes, showing this was a case of adaptive supervision. Nonetheless, the supervisor’s feedback indicated supervision was more directive than his interview data suggested, illustrating the need to collect data from multiple sources to capture the complexities of the supervisory dynamic. We conclude that the dangers of departments attempting to formulate homogenized supervisory practices are highlighted by our case.
This article explores five students' perceptions of their writing experiences at an English-m... more This article explores five students' perceptions of their writing experiences at an English-medium post-graduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback practices). The analysis shows that some of these differences are unexpected for the students and require a period of adjustment during their transition to an English-medium university. The article concludes by discussing the implications of the findings for English for academic purposes
... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of ... more ... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of Essex, Colchester CO4 3SQ, UK Email: nharwood@essex.ac.uk Performance in the Citing Behavior of Two Student Writers Nigel Harwood1 and Bojana Petric´1 ...
Master’s degree programmes are on the rise, attracting growing numbers of international students ... more Master’s degree programmes are on the rise, attracting growing numbers of international students who speak English as a second or additional language. Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors explores the experiences of supervising and being supervised at Master’s level, charting the difficulties and joys of learning for second language speakers of English while based at a UK university.
The authors report the findings of a year of studying both supervisees and their supervisors in four different departments in the social sciences and humanities at a UK research-intensive university. Using a multiple case study approach, and examining supervision in its natural context, this book presents rich descriptions of five case studies: three student-supervisor dyads and two cases of individual students. Analysing rich, first-hand narratives, chapters identify key aspects of satisfaction and dissatisfaction through the eyes of the participants, focusing upon expectations, supervision styles, feedback and students’ support networks, and discussing the broader implications for university and departmental policy makers, responsible for guidelines and requirements.
This book contains important insights into the supervisory experience at Master’s level and will appeal to researchers, academics and postgraduate students in the fields of higher education, TESOL, TEFL/TESL and applied linguistics. This book will also be a useful resource for supervisors, leaders of training sessions for supervisors, and for postgraduate directors and teaching committees at universities who develop supervisory guidelines and preparatory sessions for Master’s students.
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The authors report the findings of a year of studying both supervisees and their supervisors in four different departments in the social sciences and humanities at a UK research-intensive university. Using a multiple case study approach, and examining supervision in its natural context, this book presents rich descriptions of five case studies: three student-supervisor dyads and two cases of individual students. Analysing rich, first-hand narratives, chapters identify key aspects of satisfaction and dissatisfaction through the eyes of the participants, focusing upon expectations, supervision styles, feedback and students’ support networks, and discussing the broader implications for university and departmental policy makers, responsible for guidelines and requirements.
This book contains important insights into the supervisory experience at Master’s level and will appeal to researchers, academics and postgraduate students in the fields of higher education, TESOL, TEFL/TESL and applied linguistics. This book will also be a useful resource for supervisors, leaders of training sessions for supervisors, and for postgraduate directors and teaching committees at universities who develop supervisory guidelines and preparatory sessions for Master’s students.