Students must first have good general writing skills in a language before than can do academic writing.  Academic writing requires a higher-than-average vocabulary and use of language.

But the next most valuable thing is to give them a clear format to follow.  In many ways, academic writing follows a fairly strict format. 

Here is a link to the structure I recommend for a research study.

Method Research Study Manuscript Outline

A sytematic review of the findings on your topic is: 

Cumming, A., 2001. Learning to write in a second language: Two decades of research. International journal of English studies, 1(2), pp.1-23.

It´s difficult to say which ones are the best ways to teach academic writing skills.

I suggest taking a genre-based approach to teaching academic writing. If your students are in school age, see the work done by the Australian scholars in the Sydney School: Learning to Write, Reading to Learn, by Rose and Martin. If the target students are university studensts, see John Swales´s book Academic Writing for Graduate Students. 

Students must first have good general writing skills in a language before than can do academic writing.  Academic writing requires a higher-than-average vocabulary and use of language.

But the next most valuable thing is to give them a clear format to follow.  In many ways, academic writing follows a fairly strict format. 

Here is a link to the structure I recommend for a research study.

Method Research Study Manuscript Outline

The process approach or process-genre approach can be used to enhance EFL students' writing skills. Students need feedback after each writing exercise as to ensure they are on the right track.

As I teach writing workshops, I created a blog for doctoral science students who need to learn to write in English so as to publish. Some of them are not yet ready and should still take English classes, but they have no choice. So I try to adress their needs too.

I use both French and English in my posts but all the articles mentionned are in English.

I no longer work with this blog because I switched to Moodle, but you still will find useful advice from leading scientists on writing.

I hope this is useful:

https://bagala2.wordpress.com/

Let me know what you think of the various links

I have found Langan's book the simplest to use in teaching academic writing to ESLs.The book presents the reader with the four bases in effective writing- unity, support, coherence and sentence skills, and has plenty of examples and exercises/activities. Chapter 44 is on ELS Pointers and is devoted to rules that are useful for ESLs, such as definite and indefinite articles, count and noncount nouns, proper nouns, etc. The reference is Langan, John (2006) English skills. 8th ed. McGraw Hill. It comes in two editions, a student edition and an annotated instructor's edition. I strongly agree with Michael Marek that academic writing follows a clear and very strict format.

Thank you all for valuable suggestion, materials and support. I'm looking into all possible suggestions. 

After 40 years as a medical writer-editor, college educator, and trainer who has taught medical-technical writing all over the world, I believe the best---if not the most practical---way to teach ESL writers is the same one I use to teach native English speakers and how I was taught: a mentor and a learner discuss in detail the meaning and possible meanings of each word, punctuation mark, sentence, and idea in a paragraph or text. The learner revise the text. This process is repeated for a least two revisions and often more until the text is acceptable to the mentor. Then on to the next paragraph.

Most aspects of writing, such as punctuation, usage, and genre, are best taught in context; a class in grammar, for example, is seldom effective in improving usage. It's seeing the construction and its value in context that makes the lesson stick. The process is obviously time- and labor intensive, but it is the only I way I know to develop real expertise in writing.

Writing scores of college graduates in the US have not changed in 30 years. Only 3% of graduates score as above average, and 25%+ score as deficient. I believe this situation exists because no teacher or professor wants or is given---and does not have under most circumstances---the time to do it right. I've offered a mentoring service for years where I work with a client as described, usually through Skype, once or twice a week for several months. The results are visible and lasting. The key is immediate and accurate feedback from a skilled mentor for prolonged periods and the revision process. Revision is critical.

Another resource is How to Write, Publish, and Present in the Health Science, a book that takes a different approach to improving both the effectiveness and efficiency of writing. Medical and technical writing differ greatly from the writing we do in school. A degree in English or journalism doesn't help all that much in becoming a skilled medical or technical writer and, in fact, training in these approaches to writing often misleads people into thinking that they can enter the field of medical or technical writing with a minimum of additional training.

Writing is undoubtedly the greatest phobia of second/foreign language learners based on experience.

It is through Process writing you have to aim at the product.Process writing is nothing else bu it makes the students think and write. Through brainstorming session they have to be introduced to the questions of 'wh' questions

I have always  encouraged  my students to read because this gives them exposure to content that is well written in terms of structure and content (besides grammar). At times I literally provide examples of well written content for review in class.

I encourage students to read  academic articles frequently, taking into cognizance the authors'  writing styles  and trying to emulate the writers..

Hello Dorgi,

if you allow me, i will inform you my experience in teaching the academic writing to EFL learners. first, i surveyed the topics that interest students and enlist them on the board. Then i asked students to vote for the topics to start with finishing a topic in each lecture. following this way, i teach my students academic writing which is based on their interest to create an attractive atmosphere for learning. it is an experience that i have been through with my students, and i feel that i can share with other English instructors in the field of teaching writing and it could be helpful and useful. 

Some very useful academix  writing skills for foreign and native speakers I have proven to work are the following:

1. To know the writing  theme (We write about what we know [a solemn truth]). It implies that the student has to do a previous research and stablish goal and objectives.

2. Consequently, the student also knows the basic vocabulary  and has the chance to use the dictionary  in case of unknown words.

3. To know the audience for adjusting the text to it.

4.  To select a genre, and have clear the format to follow.

5. To create a detailed outline with the main point and subpoints and discuss it with the professor.

6. To make a first version and make other persons to revise it. Experts writers think that writing necessarily needs revision.

7. To work again on the first draft until you and  your reader (s) are satisfied with this final version.

Dear Dorji,

One of the most practical ways of improving academic writing is the use of mentor texts. These texts are stylistically idealized writing tasks  which teachers use in order to show to the learners how a particular writing task can be actualized. I have tried them in my TOEFL classes and the results were exceptional.

Best regards,

R. Biria

Dear Dorji,

The following article might be useful:

http://www.sciencedirect.com/science/article/pii/S1877042815024854

I do find I teach in a very similar way to Luisa Isabel (above). I would emphasize teaching proofreading and revising. It is always easier not to work from a blankpage.

I often also use brainstorming techniques to get students to produce lists of words, and then, they start organising them and patterns start to form, and ideas to emerge and get organised.

Best regards,

Sophie L

Hello ..There's no easy answer - in my opinion! Much reading in the field is the key here..But I've already prepared a chapter on academic writing for my EFL student teachers, which I'd like to share with you:

CHAPTER TWO

ACADEMIC WRITING

2.1 Introduction

‘Academic writing’ always refers to this serious, scholarly type of writing that is intended for academic purposes. Simply put, academic writing is writing done by scholars for other scholars—and that includes you. As a college student, you are engaged in activities that scholars have been engaged in for centuries: you will read about, think about, argue about, and write about great ideas. Of course, being a scholar requires that you read, think, argue, and write in certain ways. You will need to make and support your claims according to the expectations of the academic community.

2.2 Academic Document Types

There are many types of academic documents, which do not look like such informal and/or personal documents like newspaper, magazines, and personal diaries. These include:

·        Books, in many types and varieties.

·        Book reports.

·        Conference papers.

·        Dissertation; usually between 6,000 and 20,000 words in length.

·        Essay; usually short, between 1,500 and 6,000 words in length.

·        Explication; usually a short factual note explaining some obscure part of a particular work; e.g. its terminology, dialect, allusions or coded references.

·        Research Article.

·        Research Paper; longer essay involving library research, 3000 to 6000 words in length.

·        Technical report.

·        Thesis; completed over a number of years, often in excess of 20,000 words in length.

·        Translation.

2.3 Features of Academic Writing

Academic writing in English is linear, which means it has one central point or theme with every part contributing to the main line of argument, without digressions or repetitions. Its objective is to inform rather than entertain. As well as this it is in the standard written form of the language. There are eight main features of academic writing that are often discussed. Academic writing is to some extent: complex, formal, objective, explicit, hedged, and responsible. It uses language precisely and accurately.

a) Complexity

Written language is relatively more complex than spoken language. Written language has longer words, it is lexically more dense and it has a more varied vocabulary. It uses more noun-based phrases than verb-based phrases. Written texts are shorter and the language has more grammatical complexity, including more subordinate clauses and more passives.

b) Formality

Academic writing is relatively formal. In general this means that in an essay you should avoid colloquial words and expressions. In general this means in an essay that you should avoid:

1.      colloquial words and expressions: "stuff", "a lot of", "thing", "sort of".

2.      abbreviated forms: "can't", "doesn't", "shouldn't"

3.      two word verbs: "put off", "bring up"

4.      sub-headings, numbering and bullet-points in formal essays - but use them in reports.

5.      asking questions.

c) Precision

In academic writing, facts and figures are given precisely.  In academic writing you need to be precise when you use information, dates or figures. Do not use "a lot of people" when you can say "50 million people".

d) Objectivity

Written language is in general objective rather than personal. It therefore has fewer words that refer to the writer or the reader. This means that the main emphasis should be on the information that you want to give and the arguments you want to make, rather than you. For that reason, academic writing tends to use nouns (and adjectives), rather than verbs (and adverbs). This is related to the basic nature of academic study and academic writing, in particular. Nobody really wants to know what you "think" or "believe". They want to know what you have studied and learned and how this has led you to your various conclusions. The thoughts and beliefs should be based on your lectures, reading, discussion and research and it is important to make this clear.

-Compare these two paragraphs:

The question of what constitutes "language proficiency" and the nature of its cross-lingual dimensions is also at the core of many hotly debated issues in the areas of bilingual education and second language pedagogy and testing. Researchers have suggested ways of making second language teaching and testing more "communicative" (e.g., Canale and Swain, 1980; Oller, 1979b) on the grounds that a communicative approach better reflects the nature of language proficiency than one which emphasizes the acquisition of discrete language skills.

We don't really know what language proficiency is but many people have talked about it for a long time. Some researchers have tried to find ways for us to make teaching and testing more communicative because that is how language works. I think that language is something we use for communicating, not an object for us to study and we remember that when we teach and test it.

Which is the most objective?

-In general, avoid words like "I", "me", "myself".

A reader will normally assume that any idea not referenced is your own. It is therefore unnecessary to make this explicit.

Don't write: "In my opinion, this a very interesting study."

Write: "This is a very interesting study."

Avoid "you" to refer to the reader or people in general.

Don't write: "You can easily forget how different life was 50 years ago."

Write: "It is easy to forget how difficult life was 50 years ago."

e) Explicitness

Academic writing is explicit in several ways:

1. It is explicit in its signposting of the organisation of the ideas in the text. As a writer of academic English, it is your responsibility to make it clear to your reader how various parts of the text are related. These connections can be made explicit by the use of different signalling words.

For example, if you want to tell your reader that your line of argument is going to change, make it clear.

The Bristol 167 was to be Britain's great new advance on American types such as the Lockheed Constellation and Douglas DC-6, which did not have the range to fly the Atlantic non-stop. It was also to be the largest aircraft ever built in Britain. However, even by the end of the war, the design had run into serious difficulties.

If you think that one sentence gives reasons for something in another sentence, make it explicit.

While an earlier generation of writers had noted this feature of the period, it was not until the recent work of Cairncross that the significance of this outflow was realized. Partly this was because the current account deficit appears much smaller in current (1980s) data than it was thought to be by contemporaries.

If you think two ideas are almost the same, say so.

Marx referred throughout his work to other systems than the capitalist system, especially those which he knew from the history of Europe to have preceded capitalism; systems such as feudalism, where the relation of production was characterized by the personal relation of the feudal lord and his serf and a relation of subordination which came from the lord's control of the land. Similarly, Marx was interested in slavery and in the classical Indian and Chinese social systems, or in those systems where the ties of local community are all important.

If you intend your sentence to give extra information, make it clear.

He is born into a family, he marries into a family, and he becomes the husband and father of his own family. In addition, he has a definite place of origin and more relatives than he knows what to do with, and he receives a rudimentary education at the Canadian Mission School.

If you are giving examples, do it explicitly.

This has sometimes led to disputes between religious and secular clergy, between orders and bishops. For example, in the Northern context, the previous bishop of Down and Connor, Dr Philbin, refused for most of his period of leadership in Belfast to have Jesuits visiting or residing in his diocese.

2. It is explicit in its acknowledgment of the sources of the ideas in the text.

If you know the source of the ideas you are presenting, acknowledge it.

Do THIS in academic writing

McGreil (1977: 363-408) has shown that though Dubliners find the English more acceptable than the Northern Irish, Dubliners still seek a solution to the Northern problem within an all-Ireland state.

NOT

Although Dubliners find the English more acceptable than the Northern Irish, Dubliners still seek a solution to the Northern problem within an all-Ireland state.

NOT

Researchers have shown that though Dubliners find the English more acceptable than the Northern Irish, Dubliners still seek a solution to the Northern problem within an all-Ireland state.

e) Accuracy

In academic writing you need to be accurate in your use of vocabulary. Do not confuse, for example, "phonetics" and "phonology" or "grammar" with "syntax".

Choose the correct word, for example, "meeting", "assembly", "gathering" or "conference".

Or from: "money", "cash", "currency", "capital" or "funds".

2.4 The Process of Academic Writing: Writing an Academic Essay

Writing down an academic article/essay is a common practice which you, as a university student, always do at the undergraduate stage. As an English major, you are always required to produce your answers to essay questions in most English and literature courses (e.g. Novel, Drama, and Poetry) in the form of coherent academic essays that reflect your understanding. Regardless of the accuracy of any information/ideas you include in this essay, the way you plan, write, organize, and signpost what you are writing is extremely important. After all, the course instructor would expect you to produce an academic piece of writing.

Some students do not get high scores in these courses, not mainly because they are not well-informed in the subject or do not have much knowledge, but simply because they are not able to compose an academic essay! An academic essay, as the table below indicates, should be characterized by:

1.     being centred around one main topic that should involve some minor topics;

2.     having: (1) an introduction (in which the learner/writer should introduce the topic at hand). This includes setting the scene and stating the main topic/thesis/claims that the writer wants to defend; (2) a body, which is composed of some paragraphs (usually three or more), that usually develop an idea with some details, examples, illustrations, etc. This involves arguing about something, and supporting the main argument logically and coherently; (3) a conclusion that usually summarises the main argument and gives a final note to the reader. This might include mentioning briefly the main ideas;

3.     going through a provisional and developmental process of: mapping, brainstorming, planning, drafting, re-drafting, revising, editing, and writing a final draft;

4.     requiring many skills, such as: (1) Composition & linguistic skills: These include things like: how to utilize vocabulary and grammatical competence to produce accurate words, phrases, sentences, and paragraphs; the ability to properly express oneself; the ability to develop an idea using supporting examples and details; the ability to create shifts and transitions between ideas/points; the ability to summarize a section by, for example, removing unnecessary details; the ability to use punctuation marks accurately and functionally; the ability to move certain sentences back and forward as required; (2) Research skills: These skills involve: how to choose and search for a topic; how to identify the appropriate resources and references needed for getting information about the topic (e.g. books, articles, websites, and research papers); (3) Organizational skills: These relate to organizing ideas, taking notes, suggesting a time frame, and employing time and resources efficiently; (4) Reading skills: These include things like reviewing academic and relevant resources and skimming and/or scanning some texts (both online and offline); (5) Computer and electronic skills: These include the skills of employing computer and the Internet for composing the essay (e.g. using keyboard for composing the essay, copying and pasting texts, editing and saving the document, and sharing the document online with others).

The following procedure is useful when writing an extended essay or assignment: Available: http://www.uefap.com/writing/writfram.htm

Task

Skills Needed

Product

1.

Read the question or brief and understand what you are required to do. Think about the subject, the purpose and the audience.

thinking academically

Subject.

2.

Think about what you know about the subject. Write it down in some way.

Brainstorming

Diagrams or notes.

3.

Go to the library and find relevant books or articles.

library/research skills

Reading list.

4.

Find the books on your reading list - if you have one - and study them.

reading skills: skimming and scanning

List of materials studied.

5.

Make notes on these books and articles.

Record full details of the materials you use.

reading in detail

selecting & note-taking

paraphrasing/summarising

Notes.

6.

Organise your piece of work.

Planning

Organisation

Plan.

7.

Type or write your first draft.

writing from notes

synthesis

writing paragraphs

typing/word-processing

First draft.

8.

Discuss your first draft informally with friends, other members of your class and your lecturer if possible.

speaking skills

listening skills

discussion skills

List of revisions/changes.

9.

Revise your first draft, bearing in mind any comments that were made in your discussions.

Go back to 2. if necessary

Produce your second draft.

use of dictionaries & reference books

writing introduction & conclusion

quoting/writing a list of references

Second draft.

10.

Proofread your draft.

checking for spelling mistakes

checking punctuation and grammar

checking vocabulary use

checking style

checking organisation, references etc.

checking for plagiarism

Writing with changes marked.

11.

Produce a final typed version.

typing/word-processing

writing title/contents page

Final piece of work.

12.

Check everything.

final check

Hand in.

2.5 Real Samples

Sample 1:

Excerpt from my PhD study:

Abdallah, M. M. S. (2011). Web-based new literacies and EFL curriculum design in teacher education: A design study for expanding EFL student teachers’ language-related literacy practices in an Egyptian pre-service teacher education programme. PhD Thesis. Graduate School of Education, College of Social Sciences and International Studies, University of Exeter, England, UK.

Globally speaking, current advances in modern technologies have created a need for reconceptualising old notions of literacy centred on the ability to read, write, and comprehend printed texts, especially within language learning contexts (Buckingham, 2007; Pahl & Rowsell, 2005). The Internet or the Web, in particular, calls for new forms of reading, writing, and communication (Leu et al, 2005: p2) in this information age which, as Jewitt (2006: p13) notes, marks a shift from page to screen. More specifically, the development of Web 2.0, a new generation of the Web that has been enabling new functions and possibilities for learning such as social networking, easy publishing online, and collaborative construction of knowledge (Alexander, 2006; Parker & Chao, 2007), imposes a new reality for language learning and practice.

Today, literate individuals should know how to gather, analyse, and use information resources to solve problems and accomplish certain goals (Kasper, 2000). This has become crucial within English language learning (ELL) contexts where learners are required to use English for a variety of communicative and functional purposes. As language learners are increasingly involved in electronic environments, they need new strategies because the ability to communicate through information resources necessitates new literacy skills (Karchmer, 2001). As a result, education and language learning demand a major restructuring based on these new literacies and curricula (Kellner, 2002) to understand the new competencies required by the Web (especially Web 2.0 technologies) along with a wide range of functional, cultural, critical, and technological aspects deemed vital for language learning.

As far as language teacher education is concerned, new literacies have become of great concern in educational institutions (Kellner, 2002; Leu et al., 2004). Internationally, there is a growing trend towards equipping prospective teachers in general and language teachers in particular with competencies to cope with new developments and innovations that necessitate expanding the concept of literacy itself to encompass current changes. This necessitates always reviewing and updating teacher education programmes themselves to be able to develop strategies that help prospective teachers to understand the new forms of literacy and be prepared to use technology for their professional growth and teach in ways that connect to students' lives (Kellner, 2002).

At the onset of their undergraduate preparation programme, EFL student teachers experience a transitional stage that involves some psychological tensions caused by new academic requirements (Roberts, 1998: p72). This applies to the Egyptian context, especially AUCOE, where EFL student teachers spend some time struggling with new academic demands such as independent study, using the library, and coming to grips with the English language as both the content and means of instruction (Undergraduate Study, 2008). They should master the required knowledge base that involves some general educational competencies, lifelong learning skills, and specific academic skills related to English and literacy (Freeman, 1983; Johnston & Goettsch, 2000; Richards, 1998; Shulman, 1987).

The systematic pre-service EFL teacher education programmes provided by universities are, more than any time before, necessary and important. However, their components need to be updated to address the new literacy practices related to both the Web and EFL, which may foster lifelong learning skills and strategies necessary for student teachers’ continuous professional development.

Nowadays, teachers in the field face many challenges related to technology and literacy. They are challenged not only to integrate technology into traditional aspects of literacy instruction (e.g., book reading), but also to engage students in emerging new literacies (e.g., online reading and writing) (Leu et al, 2005), which can be regarded as natural extensions of the traditional linguistic aspects. Research points to the pressing need for a strategic, organised instruction dealing with these new literacies along with a meaningful, effective integration of the Web in the learning context (e.g., Asselin & Moayeri, 2008; Coiro & Dobler, 2007).

Teacher education is the means through which new literacies can be integrated (Cornu, 1997: p321). As far as EFL teacher education is concerned, Cavanaugh (2005), Kamhi-Stein (2000), and McPherson et al (2007: p24) argue that EFL teacher education programmes should be updated to encompass new technological concepts and literacy practices, which have become essential for surviving in a digital networked environment, and which should therefore be part of any pre-service teacher education programme (Leu, 2000c; Loethe, 1997). However, how best to help future teachers to learn about the Web and other ICTs has constantly been a challenge for teacher educators (Zhao, 2003), especially when it comes to TEFL or TESOL. Consequently, a revision of the programme contents, through redesigning its curricula to address such new aspects, is needed.

The Web and other new technologies should be perceived, not merely as products, but also as literacy tools (Coiro et al., 2008) and means towards improving educational practices. Hence, Van Braak (2001) proposes ‘technical innovativeness’ as a key component in influencing how individuals would enhance their practices based on technology use.

Sample 2:

Excerpt from:

How to write a standard research article. By Caroline Coffin and Rupert Wegerif

What is an Introduction?

Much work has already been published on the structure of the introduction sections of IMRD research articles. Swales (1990, 1994) in particular presents a comprehensive account. In this section we make use of his CARS (Create a Research Space) Model This model illustrates how an introduction is typically shaped by its purpose of 'creating a research space'. Swales uses an ecological metaphor to suggest that research articles are all competing for 'space'. Thus introductions have to start by establishing the significance of the research field ('establishing a territory'); then provide a rationale for their research in terms of that significance ('establishing a niche'); and finally show how the paper will occupy and defend the ecological niche that has been carved out ('occupying the niche').

Computers are becoming an established part of education in schools throughout the developed world (Plomp and Pelgrum, 1991; Crook, 1994, p 1). However, despite the growing expectation that computers will be available in classrooms, there remains considerable uncertainty and debate over how best to use them. Underwood and Underwood report that even in well-resourced schools computers are often underused because, apparently, teachers claim that they 'don't know what to with them' (1990, p 16). Crook's review of the evidence on the impact of computers in school education suggests that computers are often used in a way 'decoupled from the mainstream of classroom life' (1994, p 29). Crook and others (e.g. Fisher, 1993) argue that the limited use of computers in classrooms stems partly from the inadequate way their educational role is often conceptualised. This paper joins the debate about how best to integrate the use of computers into classroom education. A socio-cultural approach is adopted, based on the claim that education is essentially a discursive process (Edwards and Mercer 1997), and from this approach it is argued that computers can be used most effectively as a resource for group work and for the support of the teaching and learning of language skills. These arguments were made by Crook (1994) but this paper also argues that the educational implications of a socio-cultural analysis go further: to be used effectively, computers must be integrated into the curriculum-based culture of schooling.

The first part of the paper develops an educational strategy for the use of more directive `tutorial' software which can be incorporated by teachers into curriculum-based classroom activities. This strategy is based upon coaching 'exploratory talk' and then encouraging 'exploratory talk' in group work around computers within different curriculum subject areas. 'Exploratory talk' is defined, through the findings of a survey of research on collaborative learning, as that kind of interaction which best supports group problem-solving and group learning. The second part of the paper reports on the implementation and evaluation of an intervention programme which applied the proposed strategy in primary classroom. The intervention programme was designed to explore three research questions which arose from the educational strategy:

• Can the quality of children's interactions when working together at computers be improved by coaching exploratory talk?

• Can computers be used effectively to support the teaching and learning of exploratory talk?

• Can computer supported collaborative learning integrate peer learning with directive teaching?

Sample 3:

Excerpt from: Teaching with Wikis: Toward a Networked Pedagogy. By Rebecca Wilson Lundin

Abstract

Computers and writing scholarship is increasingly turning towards the network as a potential pedagogical model, one in which writing is intimately connected to its social contexts. The use of wikis in first-year composition classes can support this networked pedagogy. More specifically, due to unique features such as editability and detailed page histories, wikis can challenge a number of traditional pedagogical assumptions about the teaching of writing. This article shows how wikis can challenge assumptions in four categories of interest to composition studies: new media composition, collaborative writing, critical interaction, and online authority. The analysis demonstrates that wikis, while not automatically revolutionary to composition pedagogy, hold significant potential to help facilitate pedagogical changes.

© 2008 Elsevier Inc. All rights reserved.

For the past decade, the field of computers and writing has focused on literal and metaphoric networks as possible pedagogical models. Networks can socialize the writing process, readily

providing real audiences for student writing and emphasizing the situatedness of each piece of rhetoric among a constellation of others. By viewing writing as a networked activity, students focus on the connectivity and complexity of rhetorical situations rather than understanding writing as the de-contextualized product of a single, isolated worker. By viewing teaching as a networked activity, we focus on the collaborative nature of our professional work and on reciprocal relationships with our students. Given these apparent benefits, our hopes for composition are increasingly turning towards the network. Rice (2006) summarized this direction succinctly: Asking “What should college English be?” Rice answered, simply, “The network” (p. 133).

Our increasing focus on networks coincides with a growth in the pedagogical technologies that support such interactions. In growing numbers, rhetoric and composition teachers are using blogs, listservs, discussion boards, and web sites. Simultaneously, we are providing critical rationales and frameworks for the incorporation of these technologies in teaching, explaining how and why to use networked technology in the composition classroom (see, for example, Barton, 2005; Lunsford, 2006; Wickliff & Yancey, 2001). Fundamentally, these pieces ask how, or whether, networked technologies can help us teach more effectively. A second approach to the study of technology in the classroom is to focus on the challenges that new technologies present to established pedagogical methods (see, for example, DeWitt & Dickson, 2003; Eldred & Toner, 2003; Moxley & Meehan, 2007). This type of work encourages teachers to reexamine and redefine their goals for the classroom, asking and demonstrating how established teaching practices can be stretched and strained with the introduction of new technological practices. Though there is clear overlap between these two approaches to researching classroom technologies, this article primarily participates in the second. Like Eldred & Toner (2003), DeWitt & Dickson (2003), and Moxley & Meehan (2007), I begin with the premise that new technologies challenge, often in productive ways, long-held assumptions in the field of computers and writing. The increasing perception of a “networked” pedagogy as a productive possibility can and should encourage us to re-examine the goals and beliefs under which we operate, even as we discuss how new technologies may help meet those goals.

Such re-examination gives us an opportunity to make visible, and subsequently re-evaluate, the received wisdom of our field concerning the definition of writing, models of authorship, classroom authority, and more.

Wikis are a particularly productive site for this examination for a number of reasons. First, as a web-based technology they clearly participate in network culture. Wikis have steeply increased in popularity since their initial application as spaces in which computer programmers could collaboratively develop and share code. Now such web sites as Wikipedia and WikiHow have put the technology to a variety of literacy uses, developing massive, and popular, resources of collective information, aggregating copious amounts of text as well as a variety of multimedia elements. As Purdy (in press) observed, the online presence of Wikipedia is nearly inescapable (Wikipedia sites often appear first on Google searches for a wide range of issues) and serves as a testament to the growing popularity of wikis. Despite this popularity, academia often lags behind, both in its acceptance of resources such as Wikipedia and in its use of wiki software (see, for example, Cohen, 2007; Purdy, in press). Given the drastic break between popular network culture’s acceptance of these online writing environments and academia’s resistance to them, analyzing the challenges that wikis present to traditional methods of teaching promises to provide a constructive tension. This is particularly clear when we examine new modes of composition, which can broaden significantly in the new media environment provided by wikis, and when we explore the critical interaction that can occur in wiki communication between students.

__________________________________________________________________________________________________________________________________________

2.6 Reflections and Ideas for Workshops

§  Discuss with your instructor the samples above and try to infer the main features of ACADEMIC WRITING that are evident there; then, work in groups to collaboratively write similar pieces on any topics of your choice.

§  Review with the Assistant this section: "2.2 Academic Document Types" above, and try to come out, through group discussions, with as many examples of those documents as you can, stating the main features that distinguish each type.

§  Discuss with the Assistant "The main features of academic writing"  above, and try to give examples/illustrations of your own to clarify each of these features (Note: You might employ the Web, if available, to help you with this activity).

§  Review with the Assistant this section on "The process of academic writing and how to write an academic essay" , then start to work in groups to write down an academic essay (Note: You might employ the Web, if available, to help you with this activity, and continue working on the same activity in the next workshop).

Book Writing III for 3rd-Year EFL Student Teachers

We have many international and ESL students in our university. The cultural diversity that accompanies said diversity is, in itself, a learning experience. However, many students find themselves at a disadvantage when it comes to academic writing. 

We offer a required course on professional writing for all students  - native English speakers need help with this also. Additionally, I advise ESL students to read, read, read. Not only academic journals and textbooks but any form of writing. The more they read and are exposed to the English language in various forms, the better their own skill in writing becomes.

Need research articals on catecholamines in fish

Academic writing differs from genere to genere. We have to pursue English for Specific purpose and make them practise according to the needs using various registers

Thank you all for your resourceful materials and valuable suggestions. I always look forward to work out my teaching materials with everyone's support this way. 

KInd regards

Dorji

Have a look at REF-N-WRITE scientific paper writing tool. This tool allows you to import text from previous papers relevant to the subject area in MS word. While you are writing your paper, you can just search for similar statements from other authors and inherit their vocabulary and language to improve your paper. It also comes with a library of academic phrases that you can readily use to polish your paper. Here is the link for the site.

http://www.ref-n-write.com

They have some nice tutorials here.

https://www.youtube.com/watch?v=Qf7qyyKtbyQ

https://www.youtube.com/watch?v=m6hlXzqO3r4

I have realized from experience that encouraging students to read widely on given topics enables them to build their language skills which eventually contribute to good writing skills. Using the students written work to correct different writing aspects such as style, tone, content development, mechanics,  among others,have also proved useful

Thank you very much Jane for your response. I am going to try you suggestions in my lectures. Currently, I am engaged in a research about English language teacher learning. Can you suggest how this occurs or can you recommend any readings about this phenomenon?

I am not sure how to answer your question usefully because I do not know the level of your students.

I use on line writing labs from various American universities, mostly Purdue's OWL which has a few pages dedicated to ESL students

As I teach a class to doctoral students, I made a list of articles about scientific writing, written by scientists.

I hope you find something useful for you and thank you for this opportunity of sharing material. I did not know the site recommended above and will look it up.

Here it is:

Baldassare, Guy A., Guidelines for writing and publishing scientific papers http://www.uvm.edu/rsenr/nr385proskills/Baldassarre.pdf

Doumont, Jean-Luc, Trees, maps and theorems, Effective communication for rational minds, Principiae, 2009

Drotar, Dennis, Editorial : Thoughts on Improving the Quality of MANUSCRIPTS Submitted to the Journal of Pediatric Psycology : Writing a Convicing Introduction

Gopen, George D., Swan Judith A., The Science of Scientific Writing

https://www.e-education.psu.edu/styleforstudents/c10_p1.html (Originally appeared in American Scientist, journal of Sigma Xi, copyright © 1990 by Sigma Xi)

Karie Friedman, Assistant Editor, Reviews of Modern Physics Style Guide

https://d22izw7byeupn1.cloudfront.net/files/rmpguide.pdf

Hengl, Tomislav, Gould, Michael, Rules of thumb for writing research articles, Ensschede, 2002

McGowan, Daniel, Science Director -Edanz Group, a four section, 104 slide presentation

http://www.fapesp.br/eventos/2012/03/howtowrite/daniel.pdf

Lichtfouse, Eric, Reviewer, Rédiger pour être publié ! Conseils pratiques pour les scientifiques, Springer, 2012 (BU de l’ENSCPB)

Ppt en français http://doccitanist.lirmm.fr/IMG/pdf/Lichtfouse.pdf

Ppt in English https://australe.upmc.fr/access/content/group/fcMED_infoScient/seminaire_2015/SeminarUPMC.pdf

http://coop-ist.cirad.fr/aide-a-la-publication/rediger/article-scientifique

https://australe.upmc.fr/access/content/group/fcMED_infoScient/seminaire_2015/SeminarUPMC.pdf

Mermin, N. David, Knight Distinguished Lecture in Writing in the Disciplines, Cornell, April 19, 1999

Sand Jensen, Kaj, How to write consistently boring scientific literature Oikos 116: 723-727, 2007 - doi: 10.1111/j.2007.0030-1299.15674.x, http://onlinelibrary.wiley.com/doi/10.1111/j.0030-1299.2007.15674.x/pdf

Weitzlab guide to Good Paper Writing rewritten at different dates, such as 10.04.2012 http://weitzlab.seas.harvard.edu/files/weitzlab/files/131.5_weitzlab_guide_to_good_paper_writing_10-2012.pdf Or  05.17.02 http://wenku.baidu.com/view/6e37c024192e45361066f512.html

Whitesides, George M., Whitesides group : Writing a paper, Advanced Material, 1375-1377, 2004 DOI 10.1002/adma200400767, Publishing your research 101, a series of interviews https://www.youtube.com/watch?v=q3mrRH2aS98

 For native speakers of languages other than French

 You will find a version of this booklet in many European languages on the site of the European commission

http://web.letras.up.pt/egalvao/fight%20the%20fog%20write%20clearly.pdf

Spanish

http://coop-ist.cirad.fr/content/download/5152/38656/version/2/file/CoopIST-CIRAD_guia+de+redaccion+cientifica.pdf

hi.first , they should learn how to write regarding writing as a process in different steps like brainstorming, outlining, writing different drafts, being revised and having conferences for providing feedbacks. this is the core stage of writing. then, they should be taught the specific genre of academic writing with its specific moves explicitly. exploring various articles in classes determining different moves and their positions is advisable. best

Simple: Good academic writing demands only 2 skills: editing and critical thinking.

Start with mastering simple editing skills such as "Paramedic Method" and start to introduce critical thinking to understand how to evaluate your ideas.

As Robert Louis Stevenson, the American author, puts it, the best course of action is to imitate native speaker writers' stylistic sensitivities discretely until one develops his/ her own academic writing stylistic conventions.