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Measuring the Results of the Disicpline 'Academic Writing'
Chuikova Elina

PhD in Pedagogy

Associate Professor of the Department of Foreign Languages Teaching Methods at Samara Branch of the Moscow City Teachers’ Training University

443081, Russia, Samarskaya oblast', g. Samara, ul. Stara Zagora, 76

chuikova_elina@mail.ru

Abstract.

The subject of the researc is the process of measuring qualitative results of students' success in the English academic writing course. Based on the author, students' academic writing skills grow in parallel with a growing independence of students, expansion of the 'genre repertory' of written English, and development of professional motivation. These changes are viewed by the author of the article as the main criteria for evaluating the results of the course in general. In terms of evaluating each written work in particular, traditionally the quality of academic texts of students who study English as a foreign language is estimated depending on the criteria developed by international test institutions, for example, IELTS (academic module). However, this points-based system allows to evaluate the literacy of a text in the first place. It does not provide a complete idea of one's ability to shift from the culture of the native written speech to the culture of a foreign written speech. In her research Chuykova tries to include traditional indicators such as 'content', 'organisation' and 'language literacy' of an academic text in evaluating authenticity of a text. The author concludes that authenticity of an academic text written in a foreing language should be defined based on three basic criteria. Original content and accurate observation of academic literacy requirements raise the authenticity of an academic text while errors caused by the need to write in a foreign language and work in a foreign cultural field decrease it. These criteria are specified and systematized by Chuykova in her article. 

Keywords: academic style, text structure, academic text authenticity, academic writing, assessment descriptors, writing assessment, taxonomic approach, academic writing culture, academic writing literacy, socio-cultural mismatches

DOI:

10.7256/2454-0676.2018.2.26225

Article was received:

08-05-2018


Review date:

08-05-2018


Publish date:

18-06-2018


This article written in Russian. You can find full text of article in Russian here .

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