Academic Writing

Using National Study of Writing Instruction data as a baseline, I examine typical practices of writing in math and posit a theoretical framework, a blueprint for writing in math, that has potential for achieving Applebee’s vision for knowledge-in-action, using writing to transform learning and deepen student understanding of math content as well as fostering engagement with the essential conversations of the math discipline.

Every time we ask a question and find facts, we do research. The problem can be profound or straightforward; when we want others to accept our claim, we have to put our inquiry in writing so that readers understand how we concluded (Turabian 2013, 15). As we learn to do our research, we must also learn to understand the mechanics of others. When reading reports and studies, we must think critically to determine if it is based on trustworthy evidence and sound reasoning. Research reports must be grounded on shared facts that readers accept as truth independent of feelings and beliefs (Turabian 2013, 15).

Abstract
This paper offers a discussion concerning the future of collaborative writing as a method of inquiry. Taking the form of a dialogic exchange, we take up Isabelle Stengers’ notion of ‘wonder’ as a creative and political lens through which to consider the disruptive, radical and productive methodological capacity that collaborative writing as a research method potentially offers. Working particularly with Deleuze and Guattari, we argue that language in collaborative writing practices is deeply entangled with complex materialist practice; and through engagements with these ‘matterings’ we make sense of collaborative writing as immanent event. We discuss – and experience – the challenges that collaborative writing has for research and this paper pushes at established categories, works against the fixities of conventional theory construction, contests the humanist and phenomenological proclivities that arguably limit the process and effectiveness of collaborative writing as method of inquiry, and wonders at the immensities that are possible.

This book aims to assist students in writing a term paper in the social sciences or humanities. It covers the process of writing from finding a subject or analysing a question through research and outlining to drafting and editing. Unlike many writing textbooks, it is based on study of actual academic papers in a variety of disciplines rather than adhering unquestioningly to the conventions of Freshman Composition classes. Because it was written originally for students at Bilkent University, Ankara, the needs of second language students are given particular attention.

This handbook provides students with an essential understanding of the skills and knowledge needed to work in the Tourism, Hospitality and Events industries. It offers reflective, reflexive and critical analysis on personal, academic and professional development.

Not only looking at how to develop the skills, attributes and prospects for employment in these competitive industries, this also focuses on what the employers in Tourism, Hospitality and Events sectors require of graduate employees. Highly illustrated, the chapters contain think points and activities, and case studies are integrated throughout offering first hand advice from both employer and graduate perspectives.

The first book to focus on skills and employability in Tourism, Hospitality and Events, this is a must read for all students in these fields.

https://www.routledge.com/Employability-and-Skills-Handbook-for-Tourism-Hospitality-and-Events-Students/Firth/p/book/9781138493971

The increase in the number of cases of financial fraud due to failure of statutory audit to detect and prevent fraudulent activities has given rise for the services of forensic accountants. This paper highlights how forensic accountants can be employed to resolve this challenge. The study was a theoretical research which considered the roles of forensic accountants in combating fraudulent activities, differences between a forensic accountant and traditional accountant, features of a forensic accountant and the impact of forensic accountants to detect and prevent fraud. From the research, it was found out amongst others that their services will assist audit committee members in carrying out their oversight functions by providing them assurance on internal audit report. Some of the recommendations proffered is for government to ameliorate the cost of hiring the services of forensic accountants and to treat culprits equally without any favoritism.

The process of education is concerned chiefly with the interaction between the stakeholders (students, teacher, professional bodies, libraries, PTAs and other parent organizations together with the classroom practices that occur within the school environment) and students academic achievement. Parents within the context of the family and home provide the child with the security, support and guidance necessary for his or her proper intellectual and moral growth. Religion, in the form of monasteries, churches and mosques, also has a great influence on the socialisation of the young. There are close interconnections between the institution of family, the institution of religion and the institution of education. They act as partners in reinforcing the social education of the young. Teachers, parents and religious leaders have a moral responsibility to pass on values and principles to children. Most interventions in the provision of education occur at the policy, structural, school or home levels. More importantly, however, it is what the young people learn from the home and school environments that shape their personality and character.

This paper provides insight into writing scholarly research articles by working collaboratively in teams. Collaborative writing is increasingly common practice within organizational and university contexts. While there is a growing volume of literature which examines various aspects of collaborative writing from challenges to politics, less attention is paid to practical aspects of how to write in teams, particularly within the context of research training. The article examines practical approaches to collaborative writing, and delineates primary continuities and disjunctions between ‘traditional collaboration’ relying largely upon physical face-to-face meetings, and ‘virtual teams’ which are geographically or organizationally dispersed and communicate via virtual, mobile, online or telephony enabled communication.

Flexible working arrangements (FWAs) provide academics a degree of freedom to control their working time, location and method. Academics need to be agile in managing their multiple work roles, but many universities are still not supportive. This research explores whether FWAs can affect academics’ work-life balance (WLB) and stress levels. Using a focus group discussion, eight academics were interviewed. Findings reveal that FWAs have a positive impact on WLB and reduce stress levels amongst Malaysian academics. Considering the COVID-19 pandemic, working from home (WFH) has become a new normal, paving the way for similar policies to be put in place. Keywords: Flexible working arrangements; academics; work-life balance; stress eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility o...

INTRODUCTION The present day educational sector is becoming increasingly dynamic. The determination of every individual is to attain success and this success affects the personal and social dimensions of life. In this regard, academic performance is one of the major factors that influence individual's success in any educational setting. It is any body's guess that good habits and skills will help us to promote efficiency in our tasks. In education, proper study habits and skills requires proficiency as well as optimum learning quality (Dehghani & Soltanalgharaei, 2014). Productive study requires conceptualization and intention. It could include some skills such as note-taking, observation, asking question, listening, thinking and presenting idea with respect to new discoveries. Thus, students are expected to be interested in learning and must be able to apply requisite skills. On the other hand, inefficient study leads to waste of time and learner's energy (Hashemian & Hashemian, 2014). Study habits and skills like other skills can be taught and learnt. The interplay among motivation, habits, attitudes and behaviors has great impact on the academic performance of students. Study habit is buying out a dedicated scheduled and uninterrupted time to apply one's self to the task of learning. Studying is the procedure of getting information from prints that is information stored in written materials (magazines, newspapers, books). It is an organized gaining of intelligence and an interpretation of information and ideologies that calls for memorizing and usage. Studying can be expressed as the utilization of one's intellectual ability to the gaining, comprehending and arrangement of information; doing it over and over again entails some method of formal learning. Habit is a thing that one does often and almost without thinking; especially something that is hard to stop. A person's habit consists of plethora of ways an individual performs specific and general activity. Habit is relative to person or people. Each human being acts in a unique way. This is so because nature made things

Human resource management is the process of making plan, developing and administering the policies and development program of human resources in the organisation (Beardwell, 2004). It is mainly concerned with the effective utilisation of human resources to bring good outcome. Effective practice of human resource management will benefit both employer and employees. This assignment explains how human resource management at Kingfisher enables Kingfisher to achieve organisational goals and objectives. This assignment also evaluated the effectiveness of the human resource practice stating how it increases profit and productivity.

This work is designed to examine the problem of academic stress among students, its causes, symptoms and ways of controlling it to enhance students' performance. One of the objectives of this study is to determine the relationship between academic stress and students' performance. To achieve this objective, the researcher tested 3 research questions and the literature review was mainly focused on the causes and effects of academic stress. The instrument o data collection was questionnaire while cluster sampling was adopted for the study. Data collected and analyzed where driven from the 3 research questions posed. A sample size of 288 from a population of over nineteen thousand was used. From the findings, it was discovered that academic stress could be controlled to enhance students' performance. 2 hypotheses were tested using the chi-square statistic. The Researcher discovered that proper time management and creating time for exercise will help reduce effects of academic stress.

Plagiarism has been on the rise amongst university students in recent decades. This study puts university teachers in the spotlight and investigates their role in raising students’ awareness about plagiarism. To that end, plagiarism policies in 207 Iranian university TEFL teachers’ syllabuses were analyzed. The researchers analyzed the syllabuses to find out if they contain a plagiarism policy, and if so, how the term is defined; whether they approach the issue of plagiarism directly; if they offer students any guidelines on how to avoid plagiarism; and if the consequences of committing plagiarism are specified. The results indicated that the majority of the syllabuses (83.6%) lacked a plagiarism policy and those that did include a policy were often vague in their definition of the phenomenon. However, when there was a plagiarism policy in the syllabuses, the teachers tried to address the issue directly half of the time and offered students brief guidelines on how to avoid plagiaris...

As we all now know, it is the complex configurations of power/ knowledge that produce critical discourse analysis and its subjects. Subjects constituted by the constantly shifting, fragmented, multiple dynamics internal to the regimes of governmentality in which they are located, and to which there is no outside (Foucault 2008). Foucault’s notion of the self collapses dualistic understandings of an objective subject exterior to cognitive, interior processes of reasoning which can be transferred into the neutral medium of reasoned argument into ever productive techniques of power. Rather, there is no subject or individual “ontologically prior to power” (Ball & Olmedo 2012:87) since we are all caught up in contingencies of the shifting, fragmented historical present in which we are both “a constant beginning and … a constant end” (Ball & Olmedo 2012:87). As such never-completely achieved subjects, we write, and reinvent the disciplines and institutions that precede us, and without whose power relations there would be no subjects to glimpse in their fleeting moments of knowing in the historical present.  Yet, despite this knowledge of our nature as subjects of discourse, CDA approaches to textual analysis broadly assume the givenness of the discourses and ideologies expressed in language and map it on to a real world ‘out there’  (St Pierre 2013:651) whose workings as normalising regimes of truth it presupposes can be brought to light through empirical analysis. Such an ontology which “maintains a representational logic” (St Pierre 2013:651) tends by default to insert the centred humanist subject in the position of ‘researcher’, and at ‘a “panoptic remove from their [object] of criticism” (Radhakrishnan 1996:33), thus leaving the work of critical interrogation of representation incomplete. In this paper, I refer to Foucault and other ‘posts’ to locate the critical discourse analyst in his/her/their place in the “immanence of doing” (Lather 2013:635).

References
Ball, S and Olmedo, A. 2012. Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education 54 (1): 85–96.
Foucault, M. 2008. The Birth of Biopolitics: Lectures at the Collège de France, 1978-79, translated from French by Graham Burchell. New York: Palgrave Macmillan.
Lather, P. 2013. Methodology-21: what do we do in the afterward? International Journal of Qualitative Studies in Education 26 (6): 634–645.
Radhakrishnan, R. 1996. Diasporic Meditations. Minneapolis: University of Minnesota Press.

This study assessed the knowledge sharing behaviours of postgraduate students in selected Nigerian Universities. The study focused of knowledge sharing practices of postgraduate students, media of knowledge sharing, commonly shared knowledge and factors that influences postgraduate students' knowledge sharing behaviours. The study employed a descriptive survey design which involved the design of questionnaire which was validated by means of Cronbach's coefficient alpha of (0.70). The questionnaires were administered on (503) postgraduate students who were either on course work or thesis as at the time of the study. The analysis of data revealed that (55.6%) of the postgraduate students' preferred face-to-face knowledge sharing to other media. The analysis further showed that knowledge in the areas of individual studies was the most commonly shared knowledge among the majority (92.8%). The study further revealed that of the three identified factors (individual, institution and technology factors) influencing knowledge sharing among the postgraduate students, only individual factor (β = .085, p < 0.05) was shown to significantly influenced students' knowledge sharing bahaviours. The results of the study suggested that the university policy makers have a duty to encourage a culture of knowledge sharing and collaboration among her students particularly Masters (MSc) and Doctorate (PhD) students for sustainable postgraduate training and development.

Scholarly or academic writing is clear, concise, planned, coherent, and backed up by evidence. Its purpose is to aid the reader’s understanding. Hence, it consists of a formal style and tone. Further, it does not require the use of long sentences and instead uses clear and concise language with simple vocabulary. Research report writing is an integral part of academic writing. Hence, both academic and research report writing play a vital role in developing a multitude of researchers across the globe. The authors of the book entitled “A Guide to Academic Writing and Research Reports” identified such a role to develop prolific researchers amongst the student community both within and outside the university in Sri Lanka.

A nivel de posgrado se espera que los alumnos gradualmente comiencen a tomar parte en las conversaciones disciplinares. Las tesis y trabajos finales que se requieren como instancias de evaluacion y acreditacion en especializaciones, maestrias y doctorados implican la tarea de llevar adelante una revision de la literatura. Esta actividad, por lo comun, genera bastante ansiedad en los doctorandos (Crowley, 2007; Kamler & Thomson, 2006a) ya que implica no solo reconocer, comprender y aplicar conceptos, categorias y autores considerados fundamentales en determinadas disciplinas, sino tambien organizar y relacionar estos saberes en funcion del proyecto de investigacion propio. En esta ponencia, compartimos una secuencia didactica llevada a cabo en un seminario de posgrado con el objetivo de introducir a los alumnos al uso de la documentacion en la redaccion academica y ayudarlos a comenzar a llevar adelante una revision de la literatura. Palabras clave: revision de la literatura – escrit...

Writing academic texts is a challenging endeavour for novice L2 writers, which causes them to rely heavily on the original texts. Some studies have differentiated intentional acts of fraud (like plagiarism) from patchwriting which they claim is unintentional source text reliance. However, others have a negative view toward it. The present study explores L2 graduate student writers and their professors&#39; perspectives about these different writing practices and how they may work for or against developing professional writing expertise in a discipline. Survey questionnaires and interviews were used to collect data. The results were analysed through calculating frequencies and percentages as well as inductive data analysis for transcribed interviews. The results showed that many graduate students used patchwriting in their attempts to write academic texts unintentionally and intuitively. The reasons identified for patchwriting were students&#39; lack of confidence to write independen...

The objective of this research was to find out the effectiveness of News Report Text as material to improve the students writing skill and to find out the students' writing quality through news report text as material in MTsN 3 Jeneponto. The researcher used Quasi-experimental as a research design. The researcher used two classes: control and experiment class. First meeting was for pre-test, fourth meetings for treatments, and the last meeting for post-test. The population was the second grade students of MTsN 3 Jeneponto. The data was analyzed using t-test formula by comparing the mean of the difference score of pre-test and post-test from both of experimental and control class. The Students Writing in experiment class is 10.3% and control class is 8.4%. Therefore, the students writing quality in experiment class is 11% and control class is 10.1%. From these findings, the researcher made conclusion that by applying the strategy was one of effective and interesting writing teaching strategy that could improve the students' writing skill.

One of the most amazing aspects of writing is the written word’s ability to span time and space. A word written carefully in the spring may be enjoyed by a reader the next fall; or even in the season that is a century distant. One mind, quietly crafting thoughts into words may, under the best of circumstances, reach across the temporal and geographical chasm to intimately interact with another mind. When it works, there is nothing more magical than writing. This is especially true if the author’s subject is a sacred one. To write about Jesus’ love for each of us, and about his call that strives to reach the heart and soul of every single person on earth, and to know that through the act of writing about the mystery and majesty of the Lord, both author and reader become living participants in the God’s own unfolding plan. This is what can make writing a calling, a vocation, and a ministry.

La conciencia de la muerta llega para nunca olvidarse. Es fácil recordar con precisión el momento en que caímos en la cuenta de que también moriríamos. Podemos recordar el día, dónde estábamos, qué hacíamos o algún detalle muy preciso cuando dijimos: yo también me voy a morir. El hombre es el único ser vivo que tiene la capacidad de ser consciente de su mortalidad. Los animales no saben que van a morir. Sienten dolor, expresan tristeza, pero nunca son conscientes de su mortalidad. La conciencia de mortalidad es un llamado a la realidad. En mi caso toda esta conciencia se presenta como una llamada de teléfono. La primera, el día en que muere mi padre. Soy el último en una familia de 10 hijos. A los 3 más chicos nos resguardan quizás para "protegernos" y evitar el encuentro con esa realidad. Aunque mi padre fallece en casa y no en un hospital, el resto de la familia consideró mejor evitarnos vivir la realidad a los 9 años que yo tenía. La muerte ya no es parte de la vida diaria, se lleva a los hospitales. Es extraño, esta fuga funeraria se contrapone con la violenta realidad de asesinatos, violencias y muerte que vemos en las noticias y en las calles. El teléfono suena en la casa de Luis, hermano mayor donde nos llevaron para evitar la experiencia del deceso. Su esposa abre la puerta y se asoma para dar la indicación: no levanten la extensión. Según ellos era mejor no escuchar. Minutos más tarde caminamos a casa y mi hermano va tratando de explicar la muerte. Eso no se explica, eso no se entiende. No puedes explicar lo que no se vive. Se vive el morir y eso lo vivió mi padre, que ya no puede explicar nada. El siguiente llamado de la muerte vino 15 años después. Un llamado esperado y hasta deseado. Anunciaba el final de mi madre, tres meses después de estar en coma por un derrame cerebral. Difícil desear la muerte para un ser querido. Una vida ya no es vivía así..