专题学习网站在科技论文写作教学中的应用

专题学习网站是信息技术与学科课程整合的一种新型模式,根据科技论文写作的教学对象、教学内容和教学要求,利用专题学习网站进行相应教学,是以教材为中心的传统学科教学与以培养学生的创新能力和实践能力相结合的一种尝试。     

日语专业开设《毕业论文写作》课程初探

对于日语专业的学生来说,要完成一篇高质量的日语毕业论文不是件容易的事情。这是由于日语专业学生大学阶段主要是学习日语语言基础知识,很少学习语言学及文学的理论,因此写好日语专业毕业论文成为日语专业学生最困惑,最苦恼的事情。加之现在全国各日语高校对毕业论文写作重视不足,将日语专业本科生毕业论文作为实践教学环节来设置,几名学生仅配置一名论文指导教师,无法解决学生对毕业论文写作望而生畏的难题。因此,有必要开设《毕业论文写作》课程,引导学生积极面对毕业论文写作,丰富学生专业理论知识,提高学生综合能力,帮助学生顺利地高质量地完成毕业论文。     

职教论文写作中常见问题分析与解决途径

职教论文具有学术性、创新性、科学性、可读性等特点。当前职教论文的写作存在着起点不高、功利性较强等问题,研究者需要在选题、立意、结构、语言、格式等方面多下功夫,努力提高职教论文写作水平。     

Examining the Creative Arts Doctorate in Australia: Implications for supervisors

Abstract

One of the significant roles performed by the higher degree research (HDR) supervisor is to assist students to prepare their dissertations for examination. At a time when there is increasing interest in how the academy manages the transition of creative arts HDR candidates from apprentice to peer, there is also concern about the processes, practices, and policies associated with this largely under-researched area of research training. In a recent national Office of Learning and Teaching funded project, we investigated the policy expectations, expert and peer beliefs and expectations, and examiners’ practice around HDR examination, and canvassed the creative arts academic community for their recommendations on best practice in the examination of creative arts doctorates. An unexpected finding was the role of the HDR supervisor in relation to these key areas, and the impact of supervisors upon the examination of students’ theses. This article presents our findings with special reference to the role, understandings, and aspirations of HDR supervisors in the context, and process, of preparing their students for creative arts HDR examination.     

Diversity in collaborative research communities: a multicultural,multidisciplinary thesis writing group in public health

Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community.     

加强毕业论文过程的指导,提高毕业论文的写作质量

毕业论文的写作在整个电大开放教育实践教学过程中有着十分重要的地位。但从目前我校开放教育学生完成毕业论文的总体情况来看,存在较多问题。在实践中,如何加强毕业论文的指导过程,减少学生过多的抄袭、剽窃现象,提高毕业论文的写作质量,笔者结合十多年来指导开放教育学生毕业论文工作的实践,对如何保证学生毕业论文的写作质量问题进行了认真的思考和探索,提出了指导学生完成毕业论文应把握的五个环节。     

任务型教学法在本科生毕业论文写作指导中的应用

高校英语专业的毕业论文写作是外语人才培养计划不可缺少的实践教学环节之一。本文针对英语专业本科生毕业论文写作过程中存在的主要问题,结合任务型教学法的特点,提出以任务型教学法作指导,提高学生的毕业论文质量及创新能力。     

Power,pedagogy and the personal: feminist ethics in facilitating a doctoral writing group

The paper explores questions of power arising from feminist facilitators running a doctoral writing group at a UK university. Butler’s [2014. Re-thinking Vulnerability and Resistance. [Online]. Accessed September 12, 2017. http://www.institutofranklin.net/sites/default/files/files/Rethinking%20Vulnerability%20and%20Resistance%20Judith%20Butler.pdf] theorisation of precarity and vulnerability inspired us to re-think normative constructions of research writing and the academic identities and subjectivities this presupposed. Our doctoral writing group was imagined as a space to think collectively and reflexively about the thesis, the multi-faceted power-dynamics at work in its production, and our relations to the text as both writer and audience. This paper antagonises some of the pedagogic consequences of inviting seemingly ‘personal’ matters into the space of the writing space and, subsequently, the doctoral text itself. We speak back to discourses that position doctoral writing as always and only an individual, and individualising endeavour, that eschews encounters with the personal and relational. Indeed, we recognise that configurations and spaces for research writing are always ‘political’.     

英语专业毕业论文写作的问题及对策

英语毕业论文是每个本科生在毕业之前最重要的一项学习任务。通过对2004届英语专业学生毕业论文选题以及在撰写过程中出现有关选题、英文写作、格式规范、外文资料不足等问题的分析和探讨,提出了加强思想教育、建立健全的管理体系、加强论文撰写各个环节的指导和外文图书资料建设等一些富有建设性的对策。     

"Thinking the Practice": Academic adult educators' reflections on mediating a summer institute as a multicultural learning journey for graduate students

In this paper we research our roles as academic adult educators who worked with 40 graduate students during a 10 day summer institute, which we developed using the theme "Culture and Diversity in Education for Adults". We discuss how we framed the development and delivery of this summer institute in the context of a transgressive and transformative learning journey that heeds Paulo Freire's (1998) call to "think the practice" by reading and comprehending the word and the world critically. From this perspective, we examine our positionalities that situate us as present, sometimes strong, yet sometimes vulnerable educators who use insurgent theories and positional pedagogies to shape alternative learning experiences. We also examine how these positionalities impact our conceptions of pedagogy and multiculturalism, and we explore how they helped to shape the inclusive teaching-learning interactions that we designed to query being, acting, becoming, belonging, and surviving in education and the larger Canadian and global cultures. In this regard we investigate how our learning journey emerged as one deeply textured by engagements with issues of educator and learner positionalities as well as matters of context, disposition, relationship, and affiliation. We explore how our learning journey with institute participants took us into the uneasy intersections of the personal, professional, and political where pedagogical practices and associated challenges, risks, possibilities, and liabilities emerge.     

The importance of affects,self-regulation and relationships in the writing of a master's thesis

While the number of postgraduate students is increasing, the writing of a master's dissertation still poses numerous challenges to them. The outcome of this work depends just as much on technical and methodological skills as on affects, self-regulation, and the relationship to the supervisor. In order to test a comprehensive model including all these dimensions for this specific task, we sent a questionnaire to students who had recently completed their master's thesis. The collected answers highlight the importance of the self-regulation of both cognition and affects in such an endeavor. The quality of the relationship with the supervisor is also essential. In light of these results, changes regarding the training of students and the coaching methods of supervisors seem necessary.     

Doctorate holders outside the academy in Finland: academic engagement and industry-specific competence

In Finland, doctoral employment outside the academy has been increasing. Universities can no longer absorb the numbers in the doctoral labour force and research and development (R&D) policy emphasises the need for specialised research capacity in non-academic sectors; the highest academic degree is assumed to add value. However, the transition from doctoral programmes to employment outside the academy has been limited due to the social dynamics within labour markets. This article explores the careers of doctorate holders and the motives non-academic organisations have for recruiting such graduates. The data come from a survey of doctorate holders (N = 1183) and interviews with 26 employers. Based on the analysis, there was little place for doctorate holders outside the academy, except in R&D roles. When employed to undertake work outside R&D, they carried out special, demanding tasks or had a particular role related to their academic status. Professional functions such as those undertaken by medical doctors, engineers and teachers were the most common, but career patterns varied from one employment sector to the next. Employers considered industry-specific competence to be important, and the status of the doctoral degree and the membership in the academic community were expected to advance collaboration with universities and enhance the professional status of the organisations that hired doctoral graduates.     

Extended metaphors for pedagogy: using sameness and difference

This article looks at the use of extended metaphor in teaching. Our case studies as two teachers using metaphor in different settings show how metaphor is experienced by learners to different pedagogical effect. The article demonstrates that metaphor can be used not only for the similarity between vehicle and target systems, but also for the difference. In the subject of electronics, extended metaphor (water, waves and webs) scaffolds learning by merit of the similarity of the vehicle system to the target. However, when teaching doctoral students to improve their writing skills, extended metaphor exploits the difference between vehicle and target. In this case the frustration of academic challenge is defused by using metaphors that are homely and ordinary in contrast to the formal academic genre of thesis writing. Our experience in using metaphors to teach provides support for the theory that they may be monistic (forgotten once they have fulfilled the pedagogical scaffolding task) or dualistic (remembered because both systems remain in play). The article prompts other higher education teachers to more consciously consider the potential of metaphor as a pedagogical aid.     

Adaptive research supervision: exploring expert thesis supervisors' practical knowledge

Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as adaptivity. In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about diagnosing student characteristics in order to determine students' needs and concurrent adaptive support strategies. The findings suggest that next to competence, supervisors also diagnose elements of students' determination and context. With respect to support strategies, it is suggested that supervisors adapt to student needs in terms of explicating standards, quality or consequences, division of responsibilities, providing more/less critical feedback and sympathising. The complexity of the relationship between diagnosing student characteristics and adapting support strategies is illustrated and needs further study.     

Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing

ABSTRACT

Candidate wellbeing is recognised as a continual challenge for doctoral programs, with government mandates requiring an institutional response. This article explores the experiences of candidates undertaking intensive writing sessions (‘Write-Ins’) and their influence on their wellbeing. Exploratory findings demonstrate opportunities for Write-In models to contribute positively to ‘Spaces of Wellbeing’. Spaces of Wellbeing theory highlights four dimensions of space that influence wellbeing: capability, security, integrative and therapeutic spaces. Findings show the Write-Ins contributed positively to wellbeing by offering space for candidates to enhance writing productivity, to work to their own pace, to connect with others, and to work flexibly.     

Publications in the doctoral thesis: challenges for doctoral candidates,supervisors, examiners and administrators

Encouraging doctoral students to publish during their candidature is becoming more widely accepted and practised, both in Australia and internationally, although it is still less common in some fields. Almost all universities in Australia now offer candidates an option to include publications in their doctoral thesis. This paradigm shift has occurred over several decades as the role of doctoral education has been debated, but guidelines for students, supervisors and examiners have yet to catch up. While various benefits, challenges and criticisms have been discussed by established academics, the voices of the candidates themselves are limited. Using a narrative inquiry approach, this study helps to fill that void by reporting the personal experiences of the author, who recently completed a thesis with publications (TWP) in education. As such, this paper not only illuminates the potential challenges for doctoral candidates but it also offers possible ways in which universities, supervisors, examiners and candidates themselves can make the path to completing a doctoral TWP easier to navigate.     

Beyond the local/general divide: English for academic purposes and process approaches to cross disciplinary,doctoral writing support

One of the outcomes of the policy emphasis upon skills formation in countries like Australia and the UK has been an increase in cross-disciplinary structured programs for higher research degrees raising implicit, but often unexamined, questions about the curriculum and expertise that should inform them. Key insights from applied linguistics and composition studies about disciplinary similarities and differences and writing pedagogy for the development of university-wide structured programs are discussed in the article. In addition, student evaluations of two ‘social sciences, humanities and business' writing programs that were developed to reflect these insights are reported. The findings are read to suggest that the framework within which research training is conceptualized must consider not only the diversity of domains and activities that characterise higher degree research, but the communicative purposes against which research texts are evaluated and differentiated. The overlapping and contrasting nature of these purposes suggests collaborations among specific discipline groups in structured program provision within the research degree cohort, rather than the local/general research training split that is often assumed.     

Genres and Genre Theory: A Response to Michael Rosen

This paper responds to Michael Rosen’s blog entries, ‘How Genre Theory Saved the World’, arguing that genre theory in the tradition of systemic functional linguistics (SFL) has made an important contribution to language and literacy pedagogy. It emerged in the Australian context in about 1980 and was initially developed in response to educational theories that tended to focus on ‘processes of learning’ and the role of the teacher as ‘facilitator’ only of these processes. This was at the expense of more structured and goal-directed language curricula which provide guidance and support to language and literacy learners, especially in learning to write. Genre theory, supported by extensive research using the SF grammar, identifies certain elemental genres for teaching; they are canonical because each is part of an assemblage of related genres, which successful students learn to manipulate, playing with them and adapting them for their own purposes. Learning the genres of a culture is part of learning how that culture means.     

The discourse of issues management: A genre of organizational communication

In this essay, I use the rhetorical approach of generic criticism to analyze issues management campaigns: instances of public relations discourse in which an organization makes explicit efforts to influence public policy. There are striking similarities among contemporary organizations’ issues management campaigns in terms of their organizing principle, situational requirements, and substantive and stylistic characteristics. Using a structurational perspective, I illustrate the genre rules (Yates &; Orlikowski, 1992) that serve as the medium and outcome of this discourse. Throughout the essay, I employ the University of Minnesota's recent attempt to increase its public funding during a period of institutional transition to explicate the genre rules.

This article outlines a framework for the analysis of issues management campaigns and provides a first step toward the development of a structuational theory of their genre rules. Moreover, it argues that a rhetorical approach to the study of such organizational communication creates fresh insights and understandings in an area traditionally dominated by a focus on effects.