Writing at the graduate level: What tasks do professors actually require?

Published on Jul 1, 2007in Journal of English for Academic Purposes1.73
· DOI :10.1016/j.jeap.2007.09.008
Amy Cooper1
Estimated H-index: 1
(OU: Ohio University),
Dawn Bikowski7
Estimated H-index: 7
(OU: Ohio University)
Abstract This paper presents a case study of writing tasks in graduate courses at a large, American university. The study investigates writing tasks across the curriculum and draws implications for curriculum design in English for Academic Purposes (EAP). Using actual course syllabi for task analysis, the researchers analyzed 200 course syllabi from 20 academic departments covering a wide range of disciplines. Findings indicate that library research papers and project reports are the most commonly assigned tasks across the curriculum. This study also found that professors in the social sciences, arts, and humanities assign a wider variety of writing assignments and more writing assignments in general than do professors in the sciences, math, and engineering. Finally, while many courses in the sciences, math, and engineering require no writing assignments at all, each of these departments does have at least some courses requiring extended writing.
  • References (17)
  • Citations (46)
Published on Jan 24, 2002in TESOL Quarterly2.72
Tony Silva15
Estimated H-index: 15
(Fudan University),
Paul Kei Matsuda20
Estimated H-index: 20
Contents: Preface. B. Kroll, The Composition of a Life in Composition. I. Leki, Hearing Voices: L2 Students' Experiences in L2 Writing Courses. P. Currie, On the Question of Power and Control. W. Grabe, Notes Toward a Theory of Second Language Writing. D. Belcher, Does Second Language Writing Theory Have Gender? L. Goldstein, For Kyla: What Does the Research Say About Responding to ESL Writers? C. Polio, Research Methodology in Second Language Writing Research: The Case of Text-Based Studies. L....
Published on Jan 1, 2002in Journal of English for Academic Purposes1.73
Ann M. Johns18
Estimated H-index: 18
(SDSU: San Diego State University),
John M. Swales49
Estimated H-index: 49
(SDSU: San Diego State University)
Abstract There are widespread (and correct) beliefs that the writing tasks that students are asked to undertake as they move through their undergraduate and graduate years show a broadly upward progression in terms of length, complexity of resources utilized, and sophistication expected. Even so, we also suggest that a number of uncertainties persist: whether these writings are “real” or “school” products; whether there is a coherent audience, and if so, how best can it be identified; and what r...
Published on Jan 1, 2001
John Flowerdew35
Estimated H-index: 35
(CityU: City University of Hong Kong),
Matthew Peacock12
Estimated H-index: 12
(CityU: City University of Hong Kong)
Preface Introduction to Part I 1. Issues in EAP: A preliminary perspective John Flowerdew and Matthew Peacock 2. Language use, language planning and EAP Chris Kennedy 3. EAP-related linguistic research: An Intellectual History John M. Swales 4. Linguistic research and EAP pedagogy Brian Paltridge 5. International scientific English: The language of research scientists around the World Alistair Wood 6. Discipline specificity and EAP Caroline Clapham 7. World Englishes: issues in and from academic...
Published on Sep 8, 2004
Dana R. Ferris22
Estimated H-index: 22
John S. Hedgcock4
Estimated H-index: 4
(UC Davis: University of California, Davis)
Contents: Preface. Theoretical and Practical Issues in ESL Writing. ESL Writing and L2 Literacy Development. Syllabus Design and Lesson Planning in ESL Composition Instruction. Text Selection, Materials Development, and Task Construction in ESL Composition. Teacher Response to Student Writing: Issues in Oral and Written Feedback. Building a Community of Writers: Principles of Peer Response. Improving Accuracy in Student Writing: Error Treatment in the Composition Class. Classroom Approaches to E...
Published on Dec 1, 1995in ETS Research Report Series
Gordon A. Hale12
Estimated H-index: 12
(Princeton University),
Carol M. Taylor19
Estimated H-index: 19
(Princeton University)
+ 3 AuthorsRobert Kantor8
Estimated H-index: 8
(Princeton University)
Writing tasks assigned in 162 undergraduate and graduate courses in several disciplines at eight universities were collected. Using a sample of the assignments, key dimensions of difference were identified, and a classification scheme based on those dimensions was developed. Application of the classification scheme provided data on the prevalence of various types of assignments and, for essay tasks, showed the degree to which the assignments were characterized by each of several features. Differ...
Published on Jan 21, 1994in TESOL Quarterly2.72
Ilona Leki17
Estimated H-index: 17
(UT: University of Tennessee),
Joan G. Carson14
Estimated H-index: 14
(GSU: Georgia State University)
As English for academic purposes (EAP) writing instructors and writing curriculum planners, we need to know the degree to which ESL writing courses have been successful in gauging and providing for ESL students' writing needs across the university curriculum. However, making this determination is difficult because many academic writing requirements may be implicit in the curriculum of the disciplinary course and thus not amenable to ready description by the outsider. Furthermore, we also need to...
Published on Jan 1, 1993in English for Specific Purposes1.70
Susan Jenkins1
Estimated H-index: 1
Mary Kaye Jordan1
Estimated H-index: 1
Patricia O Weiland1
Estimated H-index: 1
Abstract The increasing number of science and technology graduate students in ESP writing courses has encouraged debate about the timing, content, and proper locus of such courses. This article analyzes questionnaire data from faculty at six engineering schools to determine the role of writing in graduate engineering programs and its implications for the design of writing courses. Attitudes and beliefs of the faculty about the importance of writing skills, and their practices to ensure that grad...
Published on Jan 1, 1992in English for Specific Purposes1.70
Christine Pearson Casanave7
Estimated H-index: 7
Philip Hubbard18
Estimated H-index: 18
Abstract The writing requirements and problems of doctoral students have not been targeted in writing survey research, in spite of the importance of writing in the lives of these students. The present survey asked graduate faculty at one university to provide specific information about the writing they require of first-year doctoral students, the criteria they use to evaluate students' writing, and the writing problems of native- and normative-English-speaking (NS and NNS, respectively) students...
Published on Jun 1, 1989in TESOL Quarterly2.72
Grace Canseco1
Estimated H-index: 1
(GSU: Georgia State University),
Patricia Byrd6
Estimated H-index: 6
(GSU: Georgia State University)
The increasing proportion of graduate students to undergraduate students in ESL academic preparation programs in the United States suggests that more information is needed about language use in graduate courses. This article reports on the characteristics of writing assignments found in syllabuses for graduate courses in business. First, the types of writing assignments and the vocabulary used to label those assignments are analyzed and discussed. Second, the use of prompts to guide the writing ...
Cited By46
Published on May 2, 2019in TESOL Quarterly2.72
Haiying Feng (UIBE: Beijing Institute of Foreign Trade), Ya Sun (UIBE: Beijing Institute of Foreign Trade), Yi Zou (PKU: Peking University)
Published on Jun 24, 2019in Language Teaching Research2.32
Awad Alhassan (UofK: University of Khartoum)
Business, as a study area, attracts many students on English-medium programmes in ESL/EFL (English as a second language / English as a foreign language). However, there has been scarce research on ...
Lynn Vos1
Estimated H-index: 1
(University of Hertfordshire),
Kate Armstrong (CVCP: Universities UK)
Abstract This article reports the findings of a study into the challenges that U.K. marketing academics face in supervising postgraduate dissertations. Findings from semi-structured interviews with supervisors from 10 UK Universities are categorised using elements of Biggs' (1989) 3P and Astin’s (1970) I-E-O conceptual frameworks of teaching and learning. In particular, the study looks at the challenges that supervisors perceive with the dissertation process and whether they are context dependen...
Published on Dec 1, 2018in TESOL Quarterly2.72
Kent Lee1
Estimated H-index: 1
(KU: Korea University),
Hikyoung Lee2
Estimated H-index: 2
(KU: Korea University)
Published on Jan 1, 2018in Assessing Writing1.84
Arturo Mendoza4
Estimated H-index: 4
(UNAM: National Autonomous University of Mexico),
Ute Knoch16
Estimated H-index: 16
(University of Melbourne)
Abstract Rating scales are used to assess the performance of examinees presented with open-ended tasks. Drawing on an argument-based approach to validation, this study reports on the development of an analytic rating scale designed for a Spanish test for academic purposes. The study is one of the first that sets out the detailed scale development and validation activities for a rating scale for Spanish as a second language. The rating scale was grounded in a communicative competence model and de...
Published on Apr 1, 2017in English for Specific Purposes1.70
Nigel A. Caplan3
Estimated H-index: 3
(UD: University of Delaware),
Scott G. Stevens2
Estimated H-index: 2
(UD: University of Delaware)
Abstract A triangulated, mixed-methods needs analysis was conducted in order to inform the redesign of the English for Academic Purposes program that provides conditional undergraduate admission to a mid-sized U.S. university. Online surveys were completed by 191 students and 226 faculty. Although they largely agreed on the importance of 21 tasks and activities in undergraduate classes, students rated themselves as significantly more successful on most of them than did faculty. Qualitative data ...
Published on Mar 1, 2017in Journal of English for Academic Purposes1.73
John S. Hedgcock6
Estimated H-index: 6
Heekyeong Lee2
Estimated H-index: 2
Abstract As apprenticeship models have evolved, language teacher education (LTE) has increasingly adopted evidence-based approaches to teacher preparation. Intended to promote subject matter knowledge, pedagogical content knowledge, and procedural knowledge, LTE curricula often target novice teachers' agency, identity construction, and critical awareness. An ongoing challenge facing LTE involves cultivating candidates' disciplinary knowledge and facilitating their socialization into professional...