Titre : |
Raising students’ awareness about academic writing features in writing an academic paper : The case of second year students at the University of Constantine 1. |
Type de document : |
texte imprimé |
Auteurs : |
Nassima Mechitoua, Auteur ; Nacif Labed, Directeur de thèse |
Editeur : |
جامعة الإخوة منتوري قسنطينة |
Année de publication : |
2018 |
Importance : |
290 f. |
Format : |
30 cm. |
Note générale : |
2 copies imprimées disponibles. |
Langues : |
Anglais (eng) |
Catégories : |
Français - Anglais Langue Anglaise
|
Tags : |
l'ecrit academique caractèristiques academique connaissances d'écrit academique academic writing academic features academic writing knowledge التحرير الأكاديمي الخصائص الأكاديمية معرفة التحرير الأكاديمي |
Index. décimale : |
420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 |
Résumé : |
The present research is conducted to point out that teaching academic writing should focus on the salient features that make this type of writing different from the other kinds of writings. It also attempts to investigate to what extent second year students at the University of Constantine 1 aware of academic writing features, as well as if they use these features mainly objectivity, formality, and cautious writing in their academic written productions. In the light of this, the hypothesis is that if second year students receive explicit instructions about academic writing conventions, they would be aware of academic writing features and their writing quality would improve in writing academic papers. To test this hypothesis, two research tools are used; teachers’ and students’ questionnaires and an experiment (pre-test, post-test) which were taken by a random sample of students. The results of the present study show that students lack knowledge about academic writing conventions; as the questionnaires have revealed. On the other hand, the results of the experiment revealed that the experimental group showed an improvement in using academic writing features after the treatment compared to the control group which does not receive any explicit instructions. |
Diplôme : |
Doctorat |
En ligne : |
../theses/anglais/MEC1473.pdf |
Format de la ressource électronique : |
pdf |
Permalink : |
index.php?lvl=notice_display&id=10775 |
Raising students’ awareness about academic writing features in writing an academic paper : The case of second year students at the University of Constantine 1. [texte imprimé] / Nassima Mechitoua, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 290 f. ; 30 cm. 2 copies imprimées disponibles. Langues : Anglais ( eng)
Catégories : |
Français - Anglais Langue Anglaise
|
Tags : |
l'ecrit academique caractèristiques academique connaissances d'écrit academique academic writing academic features academic writing knowledge التحرير الأكاديمي الخصائص الأكاديمية معرفة التحرير الأكاديمي |
Index. décimale : |
420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 |
Résumé : |
The present research is conducted to point out that teaching academic writing should focus on the salient features that make this type of writing different from the other kinds of writings. It also attempts to investigate to what extent second year students at the University of Constantine 1 aware of academic writing features, as well as if they use these features mainly objectivity, formality, and cautious writing in their academic written productions. In the light of this, the hypothesis is that if second year students receive explicit instructions about academic writing conventions, they would be aware of academic writing features and their writing quality would improve in writing academic papers. To test this hypothesis, two research tools are used; teachers’ and students’ questionnaires and an experiment (pre-test, post-test) which were taken by a random sample of students. The results of the present study show that students lack knowledge about academic writing conventions; as the questionnaires have revealed. On the other hand, the results of the experiment revealed that the experimental group showed an improvement in using academic writing features after the treatment compared to the control group which does not receive any explicit instructions. |
Diplôme : |
Doctorat |
En ligne : |
../theses/anglais/MEC1473.pdf |
Format de la ressource électronique : |
pdf |
Permalink : |
index.php?lvl=notice_display&id=10775 |
|