Academic writing details in critical perspective
Bibliographic Data
| ID | 22351820 |
|---|---|
| Authors | Olga A Suleimanova, Tatiana A Lykova |
| Year | 2023 |
| Volume | 7 |
| Issue | 3 |
| Pages | 94-102 |
| Publication date | 2023-09-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Training, Language and Culture (JOURNAL) |
| Journal identifiers | ISSN: 2520-2073 • E-ISSN: 2521-442X |
| Publisher | Peoples' Friendship University of Russia (PUBLISHER • RU) |
| DOI | 10.22363/2521-442x-2023-7-3-94-102 |
| OpenAlex | W4387025052 |
| Language | EN |
| Citations received | 1 |
Academic writing competence is growing into an ever more deciding factor for evaluating students’ performance which in the long run affects their academic prospects as well as professional career. The objective of the study is to analyse the academic writing practices in the critical perspective, detect the potential elements which may spoil the impression from the research paper, and offer some guidelines for the researchers, especially the beginners, on how to be more convincing in presenting the research results. The research is based on the error analysis of academic discourse texts represented in bachelors’ and masters’ qualification papers and post graduate theses, collected by the authors over a span of over ten years’ teaching master’s students and postgraduates, to form a sampling of over seven hundred examples of errors in the graduation and post graduate papers. The empirical data were analysed for the grammar, lexical, spelling and stylistic errors, and the ethical component which form an inseparable, inalienable part of the academic communication. The results of the analysis revealed two basic types of errors, one related to stylistically relevant mistakes and the other referring to academic ethics. The former covers unnecessary negations, evaluation markers, some awkward syntactic constructions, principles of referring to scientists’ names, etc. These elements are not languagedependent and are practically universal, as they can be found in any language. The authors treat the latter group as ethically-related, covering the issues of quoting format and authorial ‘we’. Distinguishing metonymical malfunction is suggested when the elements of different cognitive levels are misrelated and colocated. The results contribute to the theory of discourse and may be used in teaching academic writing
Mathematics education · Sociology · Computer Science · Discourse Analysis in Language Studies · Psychology · Artificial Intelligence
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |