Course Reflection

7201Eng 3
Advanced Academic Writing

Class 24 NOV 2024

Research Philosophy & Interest

In today’s meeting, we discussed essential aspects of research in applied linguistics, starting with the three research pillars: psychological, professional and scientific. The psychological rules of perception, learning, and studying, as well as the idea of psychological, experienced, and scientific reality the psychological factor entails selecting a subject that the candidates find interesting to work on, with a mind that they will work on it for a long time. The professional heading focuses on exploring the learning process to enhance one’s professional status in line with the set job demands in addition to fulfilling research needs in both national and international contexts. This aspect revealed that academic progression and field of specialization were determinants of career advancement.

We then looked at the role of research paradigms and philosophies in developing the research question and the roles and identities of the researchers. For example, Pragmatism as a paradigm stresses solving problems and the process of hypothesis, making the research questions problem-solving oriented. One example was the approach of examining the methods used to teach speaking skills to ESL learners, showing how paradigms define the questions and methods used to answer them. This discussion emphasized the need to appreciate paradigms such as Constructivism, Positivism and Realism which sets the philosophy of our work.

Ultimately, it was also possible to discover recommendations about constructing research questions and the parts of a good proposal. Acronyms like 5Ws 1H and PICO(T) are helpful for correctly creating questions, as shown in an instance concerning the usage of AI solutions that enhance language skills. However, a research proposal requires an introduction of the background, significance, and objectives of the proposed study, the literature review, research gap and theoretical framework, methodology, design sampling, data collection and analysis, and project timeline. They make it possible to bring logical and clear vision to concepts that are derived from research. The meeting offered realistic, helpful instruments to organize better, more efficiently applied research in linguistics and significant ideas for its organization.

Class 27 OCT 2024

Discussion on Term Paper

In this class, we began by discussing research questions of our term papers. The professor took us through how these questions should be crafted and reflect our goals of the paper. By studying published articles’ research questions, we learned about the nature of a well-designed piece of academic research. Our professor urged us to make those connections in our own work, with a focus on how a well-designed research question can lead and organize a whole study.

The class then shifted to a general discussion about writing literature reviews. The professor was explicit on the core format of a literature review, indicating that it should include background material about our topic and studies. Basically, a good literature review should provide a general overview of the study in question before getting into the specific studies of interest. The professor made a specific point of planning our literature reviews in logical order so that we have a theory, as well as current research, on both the subject and the topic under discussion. These were especially helpful in getting an idea of how to organize our literature reviews and keep information moving from broad themes to individual studies.

The last section of the class was focused on planning our panel discussion. We surveyed six main issues that will guide us: Current research in Applied Linguistics, The future of Applied Linguistics, The Evolving Role of Researchers, Ethics in research, The Future of Academic Publication, and Research challenges for the future. Organizing these discussions in advance, inspiring excitement, and setting the timing of the panel discussion was key. Such an organized way to talk about our future helped to articulate the goals and conditions for our participation. The professor made us prepare early for these discussions so we could give meaningful input to each one.

Class 20 OCT 2024

The Future of Research in Applied Linguistics

preparing for a discussion panel

With this week's reflection, we had a discussion about setting the framework for our next discussion panel on the future of academic research in applied linguistics. It is a broad topic with many essential subtopics relevant to the field. The themes that we will touch upon involve the changing face of publication, the changing responsibilities of a researcher in a digital and lined-up world, openness to research data and journals, and the ethical dimension- a continuous and eclectic battle within modern academia. Each of these currently undergo some form of transformation, and it is necessary that we, as students and future researchers, consider how such change will eventually shape the way ahead for the discipline. For instance, we can think of how open-access publishing and technological development could eventually promote knowledge or how changes in the role of the researcher are likely to occur.

Each student should select one of the above subtopics for this panel and prepare a short essay on what they envision for the future of the subject. Possible topics include discussing potential future ethical dilemmas that researchers might face with new technologies or how to develop an academic journal that would be accessible internationally to readerships in the most diverse settings. By next week, students will post their essays, which are a form of preparation for the panel and an overview of the different attitudes toward the changing world of applied linguistics. These postings will serve as the basis of a fruitful and informed discussion during the panel, where we can debate, share insights, and collaboratively predict where the field is headed.

I am quite eager to be part of this discussion panel, which will be very provocative and enlightening. I look forward to furthering my knowledge of the future of applied linguistics and the deliberation of such dynamic topics with my classmates.

Class 13 OCT 2024

Features of Research Questions

Research questions are what the study seeks to answer. When forming research questions, the key is to start with a broad area of interest and narrow it down to something specific and manageable. The research question must be clearly focused and stated so that one may be able to identify whether it is researchable and will guide the direction of the study. One should first ask a question which has not been satisfactorily answered or which may add something to the existing knowledge on the topic. A well-crafted research question provides focus, direction, and boundaries for the research project, helping to keep the research on track. First, you should consider what you want to investigate or know more about a specific topic, then you can put that interest into question form that opens an investigation.

After forming the main research question, it is important to develop sub-questions that directly relate to and support the central issue. These sub-questions enable one to reduce the wider question into smaller, narrow areas which one can then address individually with more ease. In this way, each sub-question will be able to capture only one aspect of the main research question, hence making the investigation into the topic more organized. This will help in ensuring that nothing important is missed, since each sub-question will lead to different aspects of data collection and analysis. The existence of these sub-questions normally tames the research process, making it more feasible through its clear objectives for every stage in the inquiry. Ultimately, these sub-questions will help in an in-depth understanding of the topic at hand, which helps to answer the main question of the research in a more permanent and comprehensive manner.

Class: 29 Sept 2024

Features of Reading Academic Texts

Academic texts demand structure in reading to comprehend the depth of information and scrutinize it thoroughly. This essay will explore five critical features of reading academic texts: self-reading through reading for the general idea, reading for highlights, reading to find the author's general proposition, analytical reading, and last but not least, reading with a view of reviewing. These features will then be used to analyze an excerpt of language acquisition to show their significance in appreciating academic information.

The first approach to going through an academic text is to preview the text to get the main idea. This process involves reading through the content without undue concentration to determine the general idea behind the document (Burtis, 2024). The main idea of the provided text is based on the general concept of language acquisition and concentrates on Krashen's Input Hypothesis and Swain's Output Hypothesis. These theories are presented to maximize the understanding that input (exposure to language) and output (use of language) are essential during language acquisition. By identifying the concept early in their reading, the reader can develop a tentative structure against which they can further analyze the text.

The next thing that needs to be done after defining the concept is engaged reading, which initially involves highlighting crucial items (Baldwin, 2020). Active reading entails following the text, underlining, and highlighting significant ideas, concerns, and issues discussed. Some critical components to consider in this text are Krashen's 'i+1' notion and the Swain Output Hypothesis. The term' comprehensible input' is vital since it captures the kind of input most helpful to the learner. Also noteworthy is Swain's notion that learners' must use the language' or somehow produce it. Active reading is instrumental in concentrating attention on these critical points, though the action simplifies further analysis and reflection.

Once the key elements are identified, the readers should start looking for the entire argument. In discussion, it is often used to denote the author's thesis or stance on a given topic of conversation in extant literature (Gilmartin, 2023). In this case, the argument is found in the differences between the two language acquisition theories. According to the text, although Krashen has given a lot of importance to input, the output is essential in Swain's perspective for processing the language. These obtain higher accuracy when both inputs are in addition to high-impact interaction, and high accuracy is when input is high-impact and interaction is low-impact. The conclusion that a combination of feedback and interaction is most effective will form the basis for the argument. Seeing the argument is helpful for the reader because he can get to know the author's position and think critically about it.

The other process is a critical evaluation of the text, which involves applying critical thinking to the text. This approach means demanding an explanation of the new information provided to one discredits or substantiates the current information provided, evaluating the pros and cons of the arguments advanced (Baldwin, 2020). Here, one might raise an issue about the relevance of its implementation at school based on Krashen's and Swain's theories. While comprehensible input appears necessary for language acquisition, is interaction through output equally necessary? The critical reader could recall their language learning process: the insights from the page might help them better appreciate the role of input and output for fluency. Through critical thinking, readers are able not only to consume the information but also to analyze it.

Lastly, the reader should self-episode and reinstate the content of the passage. Reflecting on the argument helps reinforce grasping after digesting the material (Baldwin, 2020). In this case, one could ponder how Krashen and Swain's theories dovetail. Of the two theories, one is given the impression that neither can fully explain language acquisition independently. Possible assessment activities for the review phase could include a quiz where students have to recall in their own words the main ideas and specific pieces of information marked in the reading.

Class: 15 Sept 2024

Features of Academic Writing

Professional and effective writing has several characteristics, which is why academic writing adopts these features. Pre-planning is one of the critical stages that may define the ultimate success of the educational project. This way, the writing is coherent, and the transitions from one idea to another are continuous. Lack of planning makes it possible for one to prioritize and develop work that is not planned, hence making the work disorganized. Writers can create points of argument coherently, especially when they plan since they organize themselves in terms of how they will deal with all the essential issues.

It gets to a point where accuracy is essential. Well, academic writing imposes specific rules for professional writing; one of such rules is Accuracy in presenting facts, figures and sources .This rule makes sure that the information presented is accurate to the correct information and credible. The two are a matter of getting the source right and making sure that any statistic, date, fact, and so on used is correct. In this case, errors can emerge, resulting in other issues, such as misinterpreting the subject's content. Any academic writer needs to re-read what they have written to be sure that everything they have provided is truthful.

Responsibility is another common feature of the materials written in academic language. The writers have to be accountable for the ideas that they put out. This includes referencing and acknowledging other researcher's or authors' works appropriately. To plagiarize is against the academic writing policy. Therefore, Responsibility makes sure all submitted work is produced accessible from plagiarism and also ensures that other people's work is properly credited. Responsibility requires that the writer present facts truthfully and with no bias.

Objectivity is most connected with Responsibility. While writing an academic paper, the writer has to be impartial and present their opinions without adding their own. The aim is to persuade or educate; sufficiency of objectivity contributes to making the content of the writing credible or authoritative.

Another feature that separates academic writing from informal or conversational writing is that the former tends to be more formal. Academic writing formalities include the right tone and language. This aspect implies that one should not use colloquial language, informal language or any other informal language. Formality makes the writing look official and credible, which is significant in writing projects. It is also essential to make the formality to use the third person and refrain from using the first person, such as "I" or "We."

A few others require greater importance in customer writing for academic writing. Critical thinking is one of these skills, and others include going through information and drawing conclusions based on data analysis . It comprises challenging one's thoughts and approaching issues from a new or unique perspective. In academic writing, critical thinking is essential because it assists the writer in making conclusions and reasoning. The next element of academic writing is evidence. Writing an educational paper always involves stating an argument and making a claim, which must be backed by evidence. This may be in the form of data collected from research studies, statistical data, or other reliable sources. When an argument is backed up by physical substance, it becomes more challenging for the reader to disagree. Writing must be academic and have facts and figures attached to it, making it more convincing.

An important feature of academic writing is the fact that it is complex. In academic writing, there is a higher probability that the language is formal and that the words and sentences are more complex than in casual writing and speaking. However, this does not necessarily make the writing to be complicated. The complexity means the degree of abstraction revealed and the pretentious language used in the work connected with the topic.

Academic writing has several features that were seen to be helpful, as follows. Factors affecting decision-making include planning, complexity, accuracy, Responsibility, objectivity, and formality. Other elements, including critical thinking, evidence, clarity and logical flow, also work hand-in-hand in the mode. In combination, this helps make the paper as academic as possible while making it clear and believable to the reader and professional. Concerning these guidelines, we can write quality writers who convey the intended ideas in the work.

Class: 8 Sept 2024

Philosophy and Academic Writing

Several schools of Western philosophy impact the analysis and production of texts through how we read and write. These two authors belong to the ancient world ethicists whose ideas and arguments still impact the modern world, especially in academia (Ambury, 2022). For example, the Socratic approach to learning, which Plato prescribed in his writings, is virtually present in the analytical approach to reading in which reasoning is applied to identified concepts. To me, Plato’s strategy can be pretty helpful as a teaching assistant because it helps the students go beyond the literal level of thinking. Understanding the suitable shapes of virtue before it is expressed through the academic application of pen before virtually anything is written in a research paper.

On the other hand, in terms of empirical observation and evidence, Aristotle’s approach has significantly influenced modern academic writing, mainly in the sciences and social sciences. He demanded realistic evidence and empirical scrutiny, specifics brought out by the demand for evidential reasoning in the academic enterprise (Ambury, 2022). In particular, as an educator, I use the practical part of Aristotle’s approach to explain the need for sound research data that students are expected to use to make their arguments. Another time I have applied Aristotle’s views as a guide in structuring my academic work is when I stress the systematic approach to structuring the lessons, reminding students to provide ideas and facts that can be observed.

Other influential educational theorists who contributed to the social and experiential turn of instruction were Vygotsky and Dewey of the twentieth century (Quay et al., 2023). In Vygotsky’s perspective, he asserted that learning takes place through interaction. In the same manner, Dewey emphasized experience. Thus, these strategies as a teaching assistant entail collaboration and the posing of inquiries. Both of these views embrace the writing done in a term as a dialogical and social practice of citation to argue that knowledge is not produced individually but experientially.