Approach to teaching academic writing to university researchers: case study of a Russian university
| Parent link: | Journal of Teaching English for Specific and Academic Purposes Vol. 4, № 3.— 2016.— [P. 491-504] |
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| Yhteenveto: | Title screen Since 2014, academics at Tomsk Polytechnic University (TPU) have had a pressingrequirement to publish their research in English language journals to enhance their globalcompetitiveness. However, the majority of university’s researchers lack the necessary skills ofacademic writing. This problem is aggravated by effective contracts which oblige employeesto publish yearly. To help our colleagues meet this requirement at work, we have developed acomprehensive advanced training course “Writing for Publication”. In this paper, we reporthow our approach to teaching has developed since the first implementation of the course to itssecond delivery. The underlying principle for modifying the learning and teaching has beenthe analysis of participants’ responses to the feedback questionnaire. This is considered aneffective means of maximising the effectiveness of the course and satisfying learners’ needsand expectations as much as possible in the given reality. |
| Kieli: | englanti |
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2016
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| Linkit: | http://dx.doi.org/10.22190/JTESAP1603491G |
| Aineistotyyppi: | Elektroninen Kirjan osa |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=657878 |
| Yhteenveto: | Title screen Since 2014, academics at Tomsk Polytechnic University (TPU) have had a pressingrequirement to publish their research in English language journals to enhance their globalcompetitiveness. However, the majority of university’s researchers lack the necessary skills ofacademic writing. This problem is aggravated by effective contracts which oblige employeesto publish yearly. To help our colleagues meet this requirement at work, we have developed acomprehensive advanced training course “Writing for Publication”. In this paper, we reporthow our approach to teaching has developed since the first implementation of the course to itssecond delivery. The underlying principle for modifying the learning and teaching has beenthe analysis of participants’ responses to the feedback questionnaire. This is considered aneffective means of maximising the effectiveness of the course and satisfying learners’ needsand expectations as much as possible in the given reality. |
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| DOI: | 10.22190/JTESAP1603491G |