Academic writing in english for non-native speakers teaching

Suggested responses: Instead of assuming the student has not done enough research, tell the student what type of evidence is expected for an American audience and where to find that type of evidence.

academic writing for non native english speakers pdf

Many ESL students do not recognize that the American style is very direct and very narrow in comparison to their style. Remember, too, that most publishers prefer or request one of the two main forms of English — British and American — so be sure to check the guidelines you are following and use the appropriate spelling, vocabulary and phrasing consistently throughout your manuscript.

No one approach is the RIGHT approach, but here is a collection of ideas that work for some instructors. In most cases, give an opportunity to rewrite a paper, unless it has been a thoroughly copied paper or other very blatant example of plagiarism.

How can you grade the ESL student fairly when the paper still has grammar errors? Without these types of evidence, papers are considered weak.

Suggested comments: Comments about logical development should, as much as possible, be formulated in clear, direct statements.

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Academic writing in english for non-native speakers teaching

They may also lack knowledge of the audience's needs and expectations surrounding style, tone or background knowledge. Occasionally several modifiers are necessary to describe research conditions and results, but in most cases using a dictionary and thesaurus to choose a more precise or effective noun or verb is the answer. Even if the paper looks filled with comments, it will help the student to see comments at the place of concern. Few non-native speakers have ever told me that they were overwhelmed when they saw all the comments. Recognizing grammar problems is so easy that it tends to mask the more serious problems of the ESL writer. The process of perfecting an academic or scientific English text can therefore prove quite lengthy for authors who are new to writing in the language. There will often be jumps between ideas with fewer written explanations of how the ideas are connected. There are so very many aspects and details of language to attend to while proofreading and revising academic and scientific writing that describing them all, even were I to focus only on those of special concern to authors writing in a language other than their mother tongue, would prove impossible. I am available to look over a draft or discuss how to work with a student's grammar errors or other aspects of the paper so you can have a reasonable, balanced approach to working with your non-native speakers. If only one draft will be seen, put comments about both the grammar and the organization, but don't just correct the grammar.

If the ideas of the readings are discussed in class, try to review what has been said at the end of the hour. Writing grammar corrections all over a paper causes a student to focus only on grammar and not realize that "fixing the grammar" may not significantly improve the other problems.

In a conventional scientific journal paper, for instance, the title and abstract are usually followed by an introduction, a description of research methods, a report and analysis of results, a discussion of those results and their implications, and a conclusion.

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Academic Writing for Non