dear Gavin et al

in one sentence: have a look at:

http://www.uts.edu.au/teachlearn/avoidingplagiarism/index.html

which contains more than one sentence ...

cheers
alex
...................................................................................................................................
Alex BARTHEL

Director, ELSSA Centre, University of Technology, Sydney  •  www.elssa.uts.edu.au
Public Officer & NSW representative, Association for Academic Language & Learning  •  www.aall.org.au

po box 123, BROADWAY 2007, NSW, Australia
p +61 2 9514 2325  •  f +61 2 9514 2321  •  m 0408 269 799  •  m intl +61 408 269 799
...................................................................................................................................
________________________________________
From: European Association for the Teaching of Academic Writing - discussions [[log in to unmask]] On Behalf Of Fairbairn, Gavin [[log in to unmask]]
Sent: Saturday, 13 February 2010 23:41
To: [log in to unmask]
Subject: The purpose of academic citation: a request for help

Dear colleagues,

I am currently completing work on the third edition of my book with Chris Winch, Reading, Writing and Reasoning: a guide for students, and working on the section about academic citation. Thinking about how one can best state, as simply as possible, the purpose of academic citation, I have been asking colleagues from a range of academic disciplines, for their views, which are surprisingly diverse. Then it occurred to me that it would be interesting to gather some views from EATAW members, to see whether their views are also varied. I would therefore, be grateful if you would tell me what you think.

If you are willing to help me in this way, please complete the following two statements:

·        The purpose of academic citation is…

·        The purpose of academic citation isn’t…

Having done so, please send them back to me at [log in to unmask], rather than circulating your view to everyone on the list. It would be interesting, at the same time, if you also shared your disciplinary background, because it would be helpful in reflecting on whether this makes a difference to views of the place of citation in academic writing.

      My expectation is that most people will complete these statements in the space of one sentence, but if you want to write more, please feel free to do so.

      After a couple of weeks I shall collate the responses I receive (if I receive any) and mail them round to everyone who has been willing to help me in this way, and has managed to find a few minutes to do so. Of course, I shan’t be identifying who said what, either in the collated list, or if I decide to use what you say, in anything else I write.


      With grateful thanks, in anticipation.


      Best wishes,



                        Gavin J. Fairbairn

Gavin J. Fairbairn
Professor of Ethics and Language
Leeds Metropolitan University
The Grange
Headingley Campus
Beckett Park
Leeds Met University
LS6 3QS

________________________________
From: European Association for the Teaching of Academic Writing - discussions on behalf of Zulfiqar Ahmed Qureshi
Sent: Tue 09/02/2010 00:11
To: [log in to unmask]
Subject: Re: Writing conferences as a method of feedback on academic writing

Thx for this Fiona - great to here from Australia - I didn't realise that EATAW reached that far!

May I ask - what's the no. 1/2 journal out there for EFL/EAP research by the way?

Z


Mr Zulfi Qureshi
Senior Lecturer in English Language
Course Leader for International Foundation Programme
Tel: +44 (0) 1772 89 3677
E-mail: [log in to unmask]

>>> Fiona Henderson 07/02/10 2:59 AM >>>
Dear Zulfi,

I'll start this to see if it creates an Australian conversation for you.

I would say many of us here use spoken feedback as well as written commentary in one to one writing conferences.  For me, it would mostly be doing one or more of three things.  Often I will commence a f2f by asking the student to outline his/her overall document plan, often I will ask a student to explain orally a particular paragraph and the point that is being made (as I cannot understand the written version) and often as part of the paraphrasing process, I will ask them to orally give me the writer's idea.

Of course there is also spoken interaction as part of the process of clarifying any written commentary.

Regards,

Fiona

Fiona Henderson
Lecturer
Language and Learning Portfolio
Victoria University
Australia
ph 61 3 9919 4972
http://vuoffshoresotlresearch.wikispaces.com/
http://tls.vu.edu.au/altc/studentresources.cfm


________________________________
From: European Association for the Teaching of Academic Writing - discussions [mailto:[log in to unmask]] On Behalf Of Zulfiqar Ahmed Qureshi
Sent: Sunday, 7 February 2010 12:44 PM
To: [log in to unmask]
Subject: Writing conferences as a method of feedback on academic writing

Dear colleagues,

I am currently investigating the use of spoken feedback with international students in one to one writing conferences on their academic essay drafts (on a foundation/pre-UG course) and wish to ask the following of you all:

1) How many of you use such conferences with your EFL sts to discuss essay writing drafts? Is it a common feature of feedback methods employed by UK/European universities on such courses (in addition to the default 'written commentary')?

2) Does anyone know of any studies conducted at UK/European universities on this area as most are US based.

Many thanks for any help/responses you may be able to offer.

Zulfi

Mr Zulfi Qureshi
Senior Lecturer in English Language
Course Leader for International Foundation Programme
Tel: +44 (0) 1772 89 3677
E-mail: [log in to unmask]


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