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Books > Language & Literature > Language teaching & learning (other than ELT) > Specific skills > Writing skills
Authoring a Ph.D. Thesis involves having creative ideas, working out how to organize them, writing up from plans, upgrading text, and finishing it speedily and to a good standard. It also involves being examined and getting work published. This book provides a huge range of ideas and suggestions to help PhD candidates cope with both the intellectual issues involved and the practical difficulties of organizing their work effectively.
American author Kurt Vonnegut has famously declared that writing is
unteachable, yet formal education persists in that task. Teaching
Writing as Journey, Not Destination is the culmination of P.L.
Thomas's experiences as both a writer and a teacher of writing
reaching into the fourth decade of struggling with both. This
volume collects essays that examine the enduring and contemporary
questions facing writing teachers, including grammar instruction,
authentic practices in high-stakes environments, student choice,
citation and plagiarism, the five-paragraph essay, grading, and the
intersections of being a writer and teaching writing. Thomas offers
concrete classroom experiences drawn from teaching high school ELA,
first-year composition, and a wide range of undergraduate and
graduate courses. Ultimately, however, the essays are a reflection
of Thomas's journey and a concession to both writing and teaching
writing as journeys without ultimate destinations.
This book explores specific issues related to academic writing
provision in the post-communist countries in Eastern, Central and
Southern Europe. Although they have different cultures and writing
traditions, these countries share common features in what regards
the development of higher education and research and encounter
challenges different from Western European countries. Since
academic writing as a discipline is relatively new in Eastern
Europe, but currently plays an essential part in the development of
higher education and the process of European integration, the
volume aims to open discussion on academic writing in the region by
addressing several issues such as the specific challenges in
providing academic writing support at tertiary level in
post-communist countries, the limitations and possibilities in
implementing Western models of academic writing provision, or the
complex interactions between writing in national languages and
writing in a second language. Additionally, the book presents
several recent initiatives and possible models for providing
academic writing support in universities in the area. The important
role of academic writing in English, a common feature in
post-communist countries, is reflected in the sections which focus
on writing in English as a foreign language, as well as on the
impact of English upon national languages. The volume will be of
interest to academic writing researchers and teachers and those
involved in teaching academic writing at the tertiary level.
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