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] This email, including any attachment, is intended solely for the use of the intended recipient. It is confidential and may contain personal information or be subject to legal professional privilege. If you are not the intended recipient any use, disclosure, reproduction or storage of it is unauthorised. If you have received this email in error, please advise the sender via return email and delete it from your system immediately. 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