Academic writing is one of the skills needed by students, especially postgraduate students. However, there were still many writing problems experienced by Islamic Education Management Postgraduate ...students of IAIN Curup batch 2020. Therefore, it was necessary to develop a learning model for Academic Writing course. This study aims to investigate the development of a learning model in the Academic Writing course. This study used 4D development research model (Define, Design, Develop, and Disseminate). The result of the study shows that the learning model in the Academic Writing course was carried out into these stages: prewriting stage, drafting stage, responding stage, revising stage, and evaluating stage. By carrying out the academic writing course, there were improvements in the writing skills of the postgraduate students. In the prewriting stage, it was observed that the students had already the skills needed to be possessed in the pre-writing stage. Then in the writing stage, the students had possesed skills in processing or analyzing data, and the students also had been able to revise their writings. This research produced a learning module for the Academic Writing course that has been refined from the modules used so far. The contribution of learning academic writing is in the academic writing course which teaches writing systematics, rules for writing, reference management, how to submit articles to nationally reputable journals, paraphrasing. The results of this course can be seen from student articles which have been published in many accredited journals Sinta 3 and Sinta 4.
Abstract This corpus-based research investigates features representing different stages of development in Pakistani academic writing (AW) to determine the stage of Pakistani AW in physical and social ...sciences. Corpus for this research comprises texts from 80 doctoral dissertations and is analyzed through AntConc after tagging with Multidimensional Analysis Tagger (MAT) and TagAnt. Results show Pakistani AW in both disciplines frequently comprising nouns as pre-modifiers that represent Stage-3. These are lower level features used by the writers developing towards higher levels. Therefore, Pakistani advanced level AW in physical and social sciences is positioned at Stage-3. This suggests that Pakistani writers in these disciplines are operating below the expected developmental level specifically Stage-5. These results are found to oppose the general hypothesis i.e. L2 (English as a second language) academic writers frequently use phrasal features at the advanced level. Consequently, Pakistani AW is concluded to be below the required level of language development.
•The abstracts generated by ChatPDF do not reveal a high percentage of similarity or plagiarism when using full texts as prompts.•The quality of the generated structured abstracts was similar to that ...of the original abstracts, whereas the quality of the generated unstructured abstracts was lower than that of the original ones.•In structured abstracts, humans tended to focus on the results and study design subheadings, whereas ChatPDF generated a higher proportion of words in the remaining five subheadings.•The accuracy of differentiating between the original and generated abstracts was only 40% for the structured abstracts, 73% for the unstructured abstracts.•Nine of the thirty abstracts (30%) generated by ChatPDF drafted incorrect conclusions.
This study aimed to assess the ability of an artificial intelligence (AI)-based chatbot to generate abstracts from academic psychiatric articles. We provided 30 full-text psychiatric papers to ChatPDF (based on ChatGPT) and prompted generating a similar style structured or unstructured abstract. We further used 10 papers from Psychiatry Research as active comparators (unstructured format). We compared the quality of the ChatPDF-generated abstracts with the original human-written abstracts and examined the similarity, plagiarism, detected AI-content, and correctness of the AI-generated abstracts. Five experts evaluated the quality of the abstracts using a blinded approach. They also identified the abstracts written by the original authors and validated the conclusions produced by ChatPDF. We found that the similarity and plagiarism were relatively low (only 14.07% and 8.34%, respectively). The detected AI-content was 31.48% for generated structure-abstracts, 75.58% for unstructured-abstracts, and 66.48% for active comparators abstracts. For quality, generated structured-abstracts were rated similarly to originals, but unstructured ones received significantly lower scores. Experts rated 40% accuracy with structured abstracts, 73% with unstructured ones, and 77% for active comparators. However, 30% of AI-generated abstract conclusions were incorrect. In conclusion, the data organization capabilities of AI language models hold significant potential for applications to summarize information in clinical psychiatry. However, the use of ChatPDF to summarize psychiatric papers requires caution concerning accuracy.
Abstract This study aims to compare the academic writing quality and detectability of authorship between human and AI-generated texts by evaluating n = 300 short-form physics essay submissions, ...equally divided between student work submitted before the introduction of ChatGPT and those generated by OpenAI’s GPT-4. In blinded evaluations conducted by five independent markers who were unaware of the origin of the essays, we observed no statistically significant differences in scores between essays authored by humans and those produced by AI ( p -value = 0.107, α = 0.05). Additionally, when the markers subsequently attempted to identify the authorship of the essays on a 4-point Likert scale—from ‘Definitely AI’ to ‘Definitely Human’—their performance was only marginally better than random chance. This outcome not only underscores the convergence of AI and human authorship quality but also highlights the difficulty of discerning AI-generated content solely through human judgment. Furthermore, the effectiveness of five commercially available software tools for identifying essay authorship was evaluated. Among these, ZeroGPT was the most accurate, achieving a 98% accuracy rate and a precision score of 1.0 when its classifications were reduced to binary outcomes. This result is a source of potential optimism for maintaining assessment integrity. Finally, we propose that texts with ≤50% AI-generated content should be considered the upper limit for classification as human-authored, a boundary inclusive of a future with ubiquitous AI assistance whilst also respecting human-authorship.
Metadiscourse is the commentary on a text made by its producer in the course of speaking or writing. Here we take an interpersonal perspective, focusing on metadiscourse as a repertoire of resources ...available for writers to organise a discourse or their stance towards its content or the reader. In this paper we explore whether, and to what extent, metadiscourse has changed in professional writing in different disciplines over the past 50 years. Extending our diachronic work analysing a corpus of 2.2 million words from articles in the top journals in four disciplines, we show there has been a significant increase in interactive features and a significant decrease in interactional types. Surprisingly, interactional metadiscourse shows a marked decline in the discursive soft knowledge fields and a substantial increase in the science subjects.
•We explore changes in metadiscourse features in articles over 50 years in 4 disciplines.•A significant increase in interactive features and a significant decrease in interactional types.•Interactive features have risen in all fields.•Interactional types declined in soft knowledge fields and increased in the sciences.•The results suggest considerable changes in rhetorical conventions of interaction.
Objective: This report aims to investigate the international activities and support required by members of the Japan Society of Nursing Research (JSNR) from the International Activities Promotion ...Committee. Methods: An online survey was conducted among 5,419 JSNR members between June and July 2022. The questionnaire contained items regarding international activities and the support required from the International Activities Promotion Committee in relation to English academic writing skills, collaborations, and interactions with overseas academic societies, financial support for conference participation, and financial support for submitting papers to English journals. Results: We received 211 responses (response rate: 3.9%). Academic writing was perceived by 81.2% of the respondents as the most significant support required from the International Activities Promotion Committee. A lack of confidence in English was the most common barrier to international activities among those who had not attended an international conference or submitted a paper in English in the past 10 years. Conclusions: English academic writing seminars and practical seminars for international activities should be conducted for JSNR members.
This book develops the concept of 'writtenness' (historically-formed stylistic and aesthetic values within writing) to highlight the demands, taken-for- granted ideals, institutional frictions, and ...changing circumstances of academic writing in English in the contemporary international university. Recognising the political importance of the role that English plays in an increasingly internationalized higher education network, Joan Turner pits writtenness against the contingency and instability of international English in real-life institutional contexts. In doing so, she brings out the theoretical significance of this, as writing becomes a motor of linguistic change and can no longer be seen simply as the repository of academic standards. Of particular interest to academics and postgraduates in TESOL, applied linguistics, rhetoric and composition, English as a Lingua Franca studies, and the sociolinguistics of writing, as well as to EAP practitioners, this book is among the first to theoretically consider the implications for the cultural homogeneity of the written word. It also offers a unique perspective on the role of writtenness within the broader historical context of leaving the era of print culture. As such, this book is highly recommended for students, researchers, and policy makers alike.
This study explores the use of Exemplification in undergraduate students’ academic writing at a university in Lesotho. Research indicates that Exemplification is a prevalent feature of academic ...writing. However, it has also been established that learners experience difficulties in forming and using Exemplification effectively. Using a corpus created from research projects written by final year undergraduate students in six faculties at a university in Lesotho, the study examined the use of Exemplification, focusing on the exemplification markers students used, the patterns of exemplification as well as the errors in using exemplification effectively. Findings indicate that students used a limited set of exemplification markers and only a few patterns. It was also observed that students had challenges using exemplification appropriately. The study concludes that there is a need for explicit teaching of Exemplification in EAP classes.
In this text, we carry out an approach to academic writing, understood as a point of articulation between the linguistic and the discursive. As a reference we use concepts from Discourse Analysis, as ...theory and methodology of reading, to which we associate the principles of evidentiary reading. The corpus was comprised of six Professional Master’s theses in Letters (Profletras), in which we analyze the processes of articulation of enunciations in the text, more specifically, syntactic and discursive arrangements. Based on the analysis, we dialogue about the forms of appropriation of discourse, understood as modes of saying the speech of the Other. The reading-writing of the corpus allowed us to construe three forms of appropriation – performative, rhetorical, and knowledge. The more expressive presence of the first two indicated the existence, in the texts analyzed, of protocol writing, in which the cited speech is kept far apart from the subject it cites by assymetry, upholding the ideology that in it is the truth it seeks.
Academics Writing recounts how academic writing is changing in the contemporary university, transforming what it means to be an academic and how, as a society, we produce academic knowledge. Writing ...practices are changing as the academic profession itself is reconfigured through new forms of governance and accountability, increasing use of digital resources, and the internationalisation of higher education. Through detailed studies of writing in the daily life of academics in different disciplines and in different institutions, this book explores:
the space and time of academic writing;
tensions between disciplines and institutions around genres of writing;
the diversity of stances adopted towards the tools and technologies of writing, and towards engagement with social media; and
the importance of relationships and collaboration with others, in writing and in ongoing learning in a context of constant change.
Drawing out implications of the work for academics, university management, professional training, and policy, Academics Writing: The Dynamics of Knowledge Creation is key reading for anyone studying or researching writing, academic support, and development within education and applied linguistics.
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