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ERIC Number: EJ1124142
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0144-3410
Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course
Rakedzon, Tzipora; Baram-Tsabari, Ayelet
Educational Psychology, v37 n1 p48-66 2017
This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks included writing in contrasting genres, i.e. an academic paper abstract to assess academic writing and a press release to assess popular science writing. Students' pre- and post-assessment tasks were rated using a newly developed rubric addressing English proficiency, and academic and popular science writing skills. The rubric was based on course material, previous research and a pilot study. The study analysed 177 non-native English science and engineering graduate students' writing in a compulsory Academic Writing in English course at the beginning and end of a 14-week semester. Findings indicated significant improvement in academic and popular science writing, as well as improvement in students' English language proficiency.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A