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This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve students' skill in writing research paper which is one of the prerequisite tasks before graduating from university. The steps of this research and development consist of needs analysis, document analysis, model design, model development, and model experimentation. The researchers conducted needs analysis to the fifth semester students and three academic writing teachers, in order to generate information dealing with the students' needs in academic writing course materials. The needs analysis and documents analysis were dug up through questionnaire, interview, and discussion among students and academic writing teachers. The documents analyzed in this study were syllabus, lesson plan, and the existing textbook. The model design used is derived from Borg and Gall (1983) and Sukmadinata (2008), in which there are four steps, i.e. (1) exploration phase; (2) model development phase; (3) model experimentation phase; and (4) dissemination and model implementation phase. The results of needs analysis questionnaire reveal that students need to be taught how to write academic writing in terms of journal article since it will be the final project of the students at the end of their study in university. Instructional materials with different strategies focused on research paper writing are needed by the students.

This study is meant to examine the thesis quality of students of English Department at IAIN Samarinda. Through the descriptive-quantitative research, the thesis quality of students of English Department at IAIN Samarinda is reviewed from the aspects of language, structure, concepts understanding, theoretical framework, methodology, content, writing mechanism, and references used. This study also tries to figure out any factors that affect the thesis quality of English Department students. Fourteen English Department Students' thesis tested in 2013 are used as the main data. In addition, other data are obtained from respondents i.e. 19 students, and informants i.e. lecturers of English Department who are also their thesis advisors. The result shows that the average score of thesis written by 14 English Department students at IAIN Samarinda academic year of 2013 is 3.16 which is in the range of 2.61-3.40 scale, which is quite good quality. This quality is relevant with the informants' perceptions about the quality of thesis written by their students. Judging from some aspects, they assume that their students are able to write a good quality of thesis with an average score of 2.81 which is at a scale of 2.61-3.40. The quality is affected by internal factors and external factors. The most decisive internal factor is the respondents' low score of writing with appropriate and acceptable structure in English. This is the effect of respondents' lack of ability of composing adequate paragraphs in English. Meanwhile, the most concerning external factor is the quality of learning structure course and the professionalism of the informants in guiding the students to improve their writing ability in thesis writing. A bibliography is included.

The ability to publish research papers is a must for scientists nowadays. Ideally, at the very beginning of their career, young researchers, PhD students, should be instructed in writing research papers and should get feedback on their texts. In this study, the first manuscripts from 22 doctoral students, non-native English speakers, 223 pages were analysed for errors in grammar, spelling, punctuation, and style. For each type of error and each student, the average per page was calculated. The most frequent errors were identified in using articles, formal features, missing information, and the use of inappropriate words. Individual students showed significantly different levels, which reflected their previous language training and the approach (responsibility) to completing the task. The results will be used to modify the course in Academic Writing (more attention paid to the most frequent errors) and individual work with students. [ABSTRACT FROM AUTHOR]

The structure of the conclusion sections in Research Papers (RPs) is of significance in academic writing. The conclusion section in spite of providing an outline of the article, states other essential components, such as recommendations, implications and statements of possible lines of future research. This paper analyses the conclusion parts of Persian and English Research papers published in international journals. To meet this end 20 RPs were selected from two fields including Civil Engineering and Applied Linguistics. The Conclusion sections of the papers were examined for their moves based on Yang and Allison's (2003) model of moves. The frequency analysis of the moves showed slight differences among the moves employed and with regards to the Chi-Square tests, no significant differences were observed between the Conclusion sections of Applied Linguistics and Civil Engineering RPs regarding the moves employed as well as between Persian and English RPs. The study yields a richer understanding of the conclusion structure of research articles and offers ESP/EFL instructors and researchers insights which can be used in the instruction of the conventions or expectations of academic writing. Novice writers and non-native students can benefit from it, mainly because it helps them eliminate their writing dilemmas and assists them to take part in international discourse communities.

The need for proficiency in academic writing has never been more important due to its significance for academic success and professional growth. The skills required in academic writing range from research to critical thinking and communication skills. It develops holistic intellectual development and will help one run a successful professional life, more so in highly researchoriented areas where publications become highly valued. This paper has attempted to fill up the research gaps created by the lack of research into corpus linguistic and corpus-based studies in general within the parameters of Philippine academic writing, with its insufficiency of known studies on metadiscourse markers in particular. This paper examined the use of metadiscourse markers in a researcher-constructed 120,000-word corpus of academic papers written by Grade 11 Senior High School students, namely, concept papers, position papers, reaction papers, and scientific reports. Specifically, the research determined the metadiscourse markers used by students and their frequency across text types, as well as qualitative analysis of their contextual usage. In the current study, it is revealed that students utilize a wide array of interactive and interactional markers, drawing on Hyland's taxonomy of metadiscourse markers (2005) and AntConc V. 3.5.8, a corpus analysis software. The study revealed a predominant use of interactive over interactional metadiscourse markers, with a notable emphasis on transitions within the interactive category. Qualitative analysis also showed that transitions and engagement markers serve various functions, such as clarifying relationships within the text, structuring arguments, and providing additional information for better understanding. Interactional resources were also employed to convey the writer's stance, engage the reader, and present a balanced view by acknowledging different perspectives. Hence, the findings highlighted that text type, rhetorical purpose, and the use of metadiscourse markers interact closely in shaping how the writer communicates and accomplishes their purpose effectively. Future research should address writing ability and experience as factors influencing the choice of metadiscourse markers and examine their variation of use across academic and nonacademic settings. [ABSTRACT FROM AUTHOR]

Academic writing, particularly writing research articles, is an indispensable part of every major in higher education. Hyland (2004) argued that a valuable means of exploring academic writing, and comparing the rhetorical features and preferences of different discourse communities, is through the metadiscourse analysis of the text. The present study examines the differences in the use, type, and frequency of interactional metadiscourse markers in the introduction and conclusion sections of research papers across the two disciplines of Mechanical and Electrical Engineering. To this end, 42 research articles (21 Mechanical and 21 Electrical Engineering) written by English native speakers were randomly selected from two major international journals. The current study made use of Hyland's (2005) model for analyzing the interactional metadiscourse markers used in the selected corpus, consisting of 41484 words. To analyze the data, the frequency, patterns of use, and type of interactional metadiscourse markers were elicited both through a manual corpus analysis and concordance package. Furthermore, to examine whether there is any significant difference in the use of metadiscourse markers in the introduction and conclusion sections of these papers, a Chi-square analysis was run. The results of the quantitative analysis revealed that although there were some minor differences in the frequency and type of these metadiscourse markers, there was no statistically significant difference across the disciplines, which can be attributed to the close nature of these fields. The findings of this study may render some pedagogical implications for ESP courses and especially writing research papers.

As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically, we discuss how the two students' understanding of synthesis and sources influenced their synthesis writing practices and how they perceived the connections between their reading strategies and synthesis writing processes. Our results reveal that the students' understanding of synthesis and the functions of sources played a crucial role in learning to synthesize, as did their ability to use rhetorical reading strategies to complete this new literacy task. We argue that whether second language (L2) students understand the complex reading-writing relationships underlying synthesizing is crucial for their successful textual production. These findings carry valuable implications for understanding reading and writing connections and teaching L2 source-based writing.

This study attempted to examine the effectiveness of a writing course designed with the process genre approach and a blended learning approach (BLA) for teacher trainees, who are at the same time English as a foreign language learners. An action research was designed to implement the course content and collect data in relation to the students' performances in pen-and-paper and online modes of teaching and learning. The results indicated that the participants' performances in essay writing improved significantly both during pen-and-paper work and online work. However, when their performances were compared in the two modes of teaching, it appeared that the participants produced better written products when they were taught using the BLA.

The American College of Physicians explores ethics and issues of academic discourse, scientific integrity, and health-related disinformation in this position paper. The College advocates for approaches that respect the scientific process, recognize the uncertainty and evolution of evidence over time, and foster open discourse and debate. Respect for the scientific process and a diversity of views; open discourse and debate based on principles of ethics, best available evidence, and scientific inquiry and integrity; and an understanding of evidence gaps and uncertainty and how to communicate about them are important values in the advancement of science and the practice of medicine. Physicians often must make decisions about their recommendations to patients in the face of scarce or conflicting data. Are these characteristics of medicine and science widely understood and effectively communicated among members of the profession and to patients and the public? Issues of scientific integrity are longstanding, but COVID-19 brought them to the forefront, in an environment that was sometimes characterized by communication missteps as guidance came and went—or changed—quickly. Today, is open debate flourishing? Have some debates shed more heat than light? Are people losing confidence in science and medicine? In health care institutions? The American College of Physicians explores these issues and offers guidance in this position paper. [ABSTRACT FROM AUTHOR]

While writing from a qualitative tradition often occurs in first person and from a quantitative tradition often occurs in third person, the pros and cons of voice in mixed methods research needs consideration. This article argues for more inclusion of the first-person in such writing, particularly as evidence for the researcher's claims, as a way to triangulate and corroborate perspectives from a Bakhtinian dialogic theoretical framework. This article presents a discussion of the first- and third-person styles in academic writing and the effect of each on the reader. Additionally, there are dialectic and complementary justifications for such use of different perspectives within a mixed methods piece, as each style dialogues with the other, compensating for the other's shortfalls. Such a style of writing is imperative because it brings both distance and familiarity, presenting a more complete understanding of the mixed methods research and the phenomenon investigated.

We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand source use expectations for English academic writing. We followed a group of nine Chinese undergraduate students for an academic term as they learned to paraphrase and write with sources for their research paper assignments. Drafts of students' papers were collected and rounds of text-based interviews were conducted where students were asked to explain their source use decisions. Findings showed that the students actively and constantly referenced their source use knowledge of Chinese essay writing to help make sense of source use expectations for English academic writing, although their understanding of English academic source use as well as their rendition of culture may likely be viewed by expert academic writers as 'insufficient' or 'inadequate'. We conclude by highlighting the importance of foregrounding learner voice and acknowledging the legitimacy of the interpretations of novice L2 writers as intercultural informants in the teaching of English academic source use. [ABSTRACT FROM AUTHOR]

Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on "publishing SCI papers or no degree" should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals.

This paper explores stance complement clauses in the genre of academic discourse, analysing stance complement clauses controlled by verbs in economics research articles written in English by non-native writers. Following Biber’s taxonomy (2006) of common lexico-grammatical features used for stance analyses, the results of the study show that epistemic verbs of certainty and likelihood are an important means of communicating knowledge in this genre and thus, form an inseparable part of academic research writing. Moreover, the study seeks to analyse the contrast between stance to-infinitives and stance that-clauses in the studied corpus. While stance that-clauses relate mainly to the category of certainty; on the contrary, stance to-infinitive clauses are consciously or subconsciously chosen to lessen the risk of a face-threatening act and typically refer to writers’ sensory experience (e.g. verbs such as seem, appear, etc.). The findings suggest that research papers from the field of economics demonstrate a clear preference for factive verbs over non-factive verbs.

The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model. [ABSTRACT FROM AUTHOR]

The paper offers insights into transformation processes in the content and structure of Russian research paper abstracts that are motivated and driven by standards of the English academic discourse and database indexing requirements. The major objective of the study was to ascertain the significance of linguocultural academic conventions in writing research paper abstracts and assess to which extent Russian abstracts follow the best international academic practices by undertaking a comparative analysis of Russian and English research paper abstracts published in top-rated journals. Empirical data for this study was a bilingual corpus of original research paper abstracts drawn by the authors from top-rated academic journals. The methodological approach used in the data analysis is a mixed methodology based on quantification of text arrays, comparative and content analysis, along with automated semantic and morphological analysis tools. The research follows a multi-parameter case-study design worked out by the authors, with in-depth analysis of structural and content features of research paper abstracts that relies on common contensive criteria and relevant structural characteristics. Each subcorpus unit was processed in accordance with the developed algorithm. The findings suggest that Russian research paper abstracts published in top-rated academic journals over the 2018-2020 period aim to comply with international benchmarks both structurally and contensively, which confirms the authors’ hypothesis regarding internationally prompted transformation processes affecting the contemporary Russian academic discourse and reflects general trends in Russia’s academic community seeking to integrate into global academia.

This paper examines the different types of writing errors performed by 16 international postgraduate students undertaking an intensive English course at a public university in Malaysia. It was mandatory for international postgraduate students who obtained less than IELTS Band 6 to undertake an Intensive English Course (IEC) offered by the University, prior to entering their respective faculties' academic programs. The students were required to write a 3-5 page term paper assignment on a topic related to their field of study. Mixed methodology approach was employed to examine and analyze corpus of students' term papers. The errors in the term papers were identified and classified accordingly. The results of the study revealed that four most common English language errors committed by the participants were sentence structure, articles, punctuation and capitalization. This study also shed light on the manner in which students assumed the rules of English to that of their native language. Such insight is useful for both instructors and students because it provides significant information on the building blocks experienced by English language learners in academic writing.

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

Background: Academic paper writing holds significant importance in the education of medical students, and poses a clear challenge for those whose first language is not English. This study aims to investigate the effectiveness of employing large language models, particularly ChatGPT, in improving the English academic writing skills of these students. Methods: A cohort of 25 third-year medical students from China was recruited. The study consisted of two stages. Firstly, the students were asked to write a mini paper. Secondly, the students were asked to revise the mini paper using ChatGPT within two weeks. The evaluation of the mini papers focused on three key dimensions, including structure, logic, and language. The evaluation method incorporated both manual scoring and AI scoring utilizing the ChatGPT-3.5 and ChatGPT-4 models. Additionally, we employed a questionnaire to gather feedback on students' experience in using ChatGPT. Results: After implementing ChatGPT for writing assistance, there was a notable increase in manual scoring by 4.23 points. Similarly, AI scoring based on the ChatGPT-3.5 model showed an increase of 4.82 points, while the ChatGPT-4 model showed an increase of 3.84 points. These results highlight the potential of large language models in supporting academic writing. Statistical analysis revealed no significant difference between manual scoring and ChatGPT-4 scoring, indicating the potential of ChatGPT-4 to assist teachers in the grading process. Feedback from the questionnaire indicated a generally positive response from students, with 92% acknowledging an improvement in the quality of their writing, 84% noting advancements in their language skills, and 76% recognizing the contribution of ChatGPT in supporting academic research. Conclusion: The study highlighted the efficacy of large language models like ChatGPT in augmenting the English academic writing proficiency of non-native speakers in medical education. Furthermore, it illustrated the potential of these models to make a contribution to the educational evaluation process, particularly in environments where English is not the primary language. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using reporting verbs in research writing seems to be a problem for graduate students (or novice researchers) when writing a research paper. The aim of this paper is to raise the awareness of students in using reporting verbs. The main argument in this paper is based on the comparison of reporting verbs used by two expert researchers and two Thai novice researchers in the field of applied linguistics. The comparison reveals that reporting verbs used by the experts tend to be both factive (i.e., the current researcher portrays the previous researcher as presenting true information or a correct opinion) and non-factive (i.e., the current researcher gives no clear signal as to his/her attitude towards the previous researcher's information/opinion), while those used by the novice tend mainly to be factive. The comparison also shows that the experts tend to use three tenses (present simple tense, present perfect tense, and past simple tense) whereas the Thai novice researchers tend to mainly use present simple tense. The paper ends with a call for students to strive to increase their working reporting verbs, and to understand the differences in different reporting verbs and in the tenses of reporting verbs.

We assessed 19,000 scientific introductions to measure the level of undisclosed use of ChatGPT in scientific papers published in 2023 and early 2024. We applied a "stylistics" approach that has previously been shown to be effective at differentiating AI-generated text from human-written text in a variety of venues. Ten different MDPI journals were selected for this study, and the rate of use of undisclosed AI writing in these journals was fairly consistent across the journals. We estimate that ChatGPT was used for writing or significant editing in about 1 to 3% of the introductions tested. This analysis is the first systematic study of detecting undisclosed ChatGPT in published manuscripts in cases where obvious indicators, such as phrases like "regenerate response", are not present. The work demonstrates that generative AI is not polluting mainstream journals to any appreciable extent and that the overwhelming majority of scientists remain hesitant to embrace this tool for late-stage writing and editing. [ABSTRACT FROM AUTHOR]

An editorial is presented that discusses what constitutes a contribution at the "Journal of Management" ("JOM"). The authors note that the key requirement for impact at JOM is that a paper "substantively moves the field of management forward." The theoretical insights path, the phenomenon-driven path, the research methodology path, and the review paper path are all explored.

As generative NLP can now produce content nearly indistinguishable from human writing, it is becoming difficult to identify genuine research contributions in academic writing and scientific publications. Moreover, information in machine-generated text can be factually wrong or even entirely fabricated. In this work, we introduce a novel benchmark dataset containing human-written and machine-generated scientific papers from SCIgen, GPT-2, GPT-3, ChatGPT, and Galactica, as well as papers co-created by humans and ChatGPT. We also experiment with several types of classifiers—linguistic-based and transformer-based—for detecting the authorship of scientific text. A strong focus is put on generalization capabilities and explainability to highlight the strengths and weaknesses of these detectors. Our work makes an important step towards creating more robust methods for distinguishing between human-written and machine-generated scientific papers, ultimately ensuring the integrity of scientific literature. [ABSTRACT FROM AUTHOR]

Copyright of Calidoscópio is the property of Universidade do Vale do Rio dos Sinos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To effectively teach university lecturers or students to write a good research article (RA) abstract for publication in international journals, instructors need to know the present characteristics of abstracts written published in such journals. This study examines the discourse structure and linguistic features of RA abstracts written in English by Indonesian academics published in national journals. The corpus for this study consists of 30 selected RA abstracts published mainly in university-based journals in Indonesia in social science and humanities disciplines. Analyses were conducted using genre-based procedures with a clause or a simple sentence as the smallest unit of analysis. The results show 1) unlike the common discourse structure of English abstracts found in RAs published in international journals, the majority English RA abstracts written by Indonesian speakers have only three moves (i.e. purpose, method and results); 2) the abstracts are mostly written in active sentence using present tense except for Move 3 (methods) in which a half of them are written in past tense and that-complement sentences are mostly found in Move 4 (results or findings); and 3) the use of interactional metadiscourse devices are dominated by hedges found in Move 4 while the use of attitudinal stance markers of the writers and self-reference words is rarely found in the abstracts.

Copyright of Revista de Estudos da Linguagem is the property of Revista de Estudos da Linguagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Five-sphere integrated plan research-based teaching mode of academic paper writing course based on PAD class in normal universities is an important way to improve normal students'professional literacy and innovative ability and to build a first-class course with advanced,innovative and challenging nature. "The Unity of teaching and research" and "studentcentered" are the core concepts of research-based teaching in the course of academic paper writing.The teaching content of "One clue,five stages and fourteen special topics" reflects the purpose of the research-based teaching of academic paper writing course that content is king. The teaching mode of "Trinity and five steps" of "SPOC+ PAD class" provides a theoretical model for the research-based teaching of academic paper writing class.The cultivation of learning environment based on the combination of "mobile learning" and "classroom learning" on a personal and social level plays an important role in the implementation of research-based teaching.The assessment system of "online and offline", "individual and group", "computer assessment, teacher assessment and student assessment" effectively ensures the implementation of the research-based teaching of academic paper writing course.This kind of research-based teaching mode finally promotes the realization of curriculum objectives effectively. [ABSTRACT FROM AUTHOR]

The article titled "Comparing ChatGPT's ability to write and review papers: then what?" discusses the performance of ChatGPT, an AI language model, in writing and reviewing papers. The authors found that while ChatGPT could generate a case report, it did not meet the standards considered acceptable by humans. Additionally, ChatGPT was unable to detect intentional mistakes made by humans in the reviewing process. The author suggests that providing specific and necessary input to ChatGPT, as well as evaluating outputs in an item-by-item manner, would yield more conclusive results. The article raises questions about the future use of ChatGPT in writing and reviewing tasks and emphasizes the importance of human involvement in these domains. [Extracted from the article]

The article discusses the need for improvement in the peer review system for evaluating submitted manuscripts. The authors propose a new system to track the outcomes of rejected manuscripts, allowing for a better understanding of their "fates." They suggest that authors should report to the journal that finally accepted their manuscript where it was previously rejected. This system aims to increase transparency in the academic publication world and improve the evaluation skills of reviewers, editors, and journals. [Extracted from the article]

Jane Addams – social researcher, socio-political activist, and Nobel Peace Prize winner – is one of those „women in sociology“ (Honegger/Wobbe 1998) who are seldom remembered today in the history of the discipline. Although Addams’ research and sociopolitical activities shaped academic and public life in Chicago significantly at that time, her work has been overshadowed by the „Men of the Chicago School“ (Deegan 1988) at the end of the 19th and beginning of the 20th century. Our contribution intends to pay tribute to Jane Addams as a classic figure of problem-oriented social research and is structured as follows: We begin with a brief biographical portrait of Jane Addams (1) and then describe the Hull-House and the Hull- House Maps & Papers in the socio-historical context of the settlement movement (2). In the next step we outline the approach of sociological cultures of knowledge, in order to proceed with a knowledge-culture interpretation of Addams’ work (3). We conclude with a plea for a greater reception of the Maps & Papers and for the recognition of Jane Addams’ pioneering role in sociology, which unfolded beyond the confines of university and non-university research and the later established lines of academic discourse (4). [ABSTRACT FROM AUTHOR]

How Should I Write a Research Paper? This article analyses the necessary techniques, skills, and procedures of writing an academic or a research paper. Further, the article examines the criteria, and essential components of a good research paper. By focusing on the contemporary debates and discussion on academic writing and publishing, this article acts as a platform to realise the challenges associated with this crucial endeavor in the academic arena. The article also reveals the need to teach academic writing to graduates, and postgraduate students. The author uses written sources to analyse and synthesize important skills and procedures required to write a good academic paper. [ABSTRACT FROM AUTHOR]

Many non-native English speaking (NNES) graduates are required to write academic papers in English; consequently, recent research in the past decade has been devoted to investigating the usefulness of genre-based Writing Instructions (GBWI) on learners' writing cultivation. There is little specific guidance, however, on how GBWI can be employed in online learning environments. The study aimed to design an e-learning tool with a Chinese-based interface and to evaluate its perceived usefulness on users' English academic writing development. Needs analysis and GBWI were employed as the main approaches for the system development, for which 32 participants involved in the trail. The results indicate that the participants considered the system useful and helpful while learning English academic writing and extract the design principles derived from the empirical results in the study. The findings provide both learning content developers and e-learning tool designers with developmental insights for graduates to acquire academic writing ability in English. In conclusion, this study contributes to the understanding of GBWI acting on the NNES engineering graduates' development of English academic writing knowledge and skills with the development of e-learning tools.

Syntactic complexity has been extensively approached in the fields of corpus linguistics and academic discourse studies. However, works focusing on disciplinary variation in terms of linguistic complexity and comparison of professional and novice academic writing are scarce. Addressing these issues is likely to have important implications for EAP/ESP practitioners in terms of selection of target structures and learning material design. This study is a corpus analysis of the use of clausal complexity features in two social sciences, management and economics. The research is based on two kinds of corpora: expert corpora which comprise articles published in peer-reviewed journals, and learner corpora of L2 undergraduate students' research papers. This work aims at answering two questions: Do clausal complexity features vary in the texts in management and economics? What are the differences in syntactic use between the academic texts written by professional authors and learner writing? The data showed that economists and managers tend to use the structures under consideration with significantly different frequencies. The professional writing was found to demonstrate more signs of clausal complexity than the learners' texts. [ABSTRACT FROM AUTHOR]

• 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 FROM AUTHOR]

This paper discusses the results of a survey on university students' perceptions and attitudes towards the writing-up process of their final graduation paper. The google form questionnaire was addressed to all the BA and MA graduating philology students, covering four study programmes in English, in a university in western part of Romania. The findings indicate a possible re-thinking of the curricula aiming at the inclusion of mandatory courses in academic writing and research skills at the incipient phases of the study programmes. [ABSTRACT FROM AUTHOR]

Writing a research paper is one of the major activities in educational institutions. In order to promote quality, the research writing process should be considered. This study aims to explore the specific research part where the students have difficulty writing the research paper. Identifying the weakest point can lead to the success of the research writing process. This study made an assessment of the competency level of the research students in writing their research paper. It utilized the quantitative descriptive method and followed the purposive sampling technique, wherein the lead researchers and writers were chosen as respondents in the study. Data revealed that females dominated the number of research leaders, and showed that the experimental research design was preferred by the research students. Moreso, it was revealed that students had difficulty in citing related literature and studies; writing the research questions in the Statement of the Problem; interpreting data; and formulating the research title. The recalibration of the research curriculum and integration of research parts with other subjects are recommended. [ABSTRACT FROM AUTHOR]

Much of the current literature on plagiarism focuses on students, attempting to understand how students view the concept of plagiarism, the best ways to prevent it, and the impact of collaboration on the concept of original authorship. In this article, we look at the role of plagiarism in 761 conference abstracts written by graduate students, early- to late-career faculty, and industry representatives, representing institutions from nearly 70 countries. These abstracts were submitted for participation in an international conference focused on the liberal arts hosted by our institution over the past four years. This study analyzes the corpus for patterns of plagiarism among professional academic writers. Our findings indicate that, while other demographic categories were not consistent indicators of text-matching, full professors were the most prevalent group to produce self-plagiarized abstracts. Overall, our study illuminates the significance of power dynamics in conferences' efforts to maintain academic integrity.

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this relationship are commonly identified in other ways. For example, research on summarizing skills is an aspect of abilities that come under reading-writing relations. Similarly, topics including synthesis writing, note-taking, plagiarism, content-driven essay exams, term papers, theses, and dissertations, among other topics, are all aspects of reading-writing relations. These core academic skills become even more complex aspects of reading and writing together, when we add electronic texts, web page resources, and other media sources.

Providing transparent written feedback to doctoral students is essential to the learning process and preparation for the capstone. The purpose of this study was to conduct a qualitative exploration of faculty feedback on benchmark written assignments across multiple, online doctoral programs. The Corpus for this analysis included 236 doctoral level written assignments that contained feedback from 51 faculty members. Student papers submitted between January and December 2011 were retrieved from courses. Using MOVE structure analysis, common themes were identified and coded from embedded feedback on papers. Four types of embedded feedback were identified and coded into two major components, mechanical and conceptual feedback. Key findings indicate that online doctoral instructors focus first on meeting assignment requirements, and then on building students' scholarly tone and research effectiveness. Emphasis was also on APA, mechanics, and grammar while still other areas included results of instructor error or lack of clarity in providing correct directions and explanations. This valuable study indicates the level and types of faculty feedback on student doctoral work allowing for universities to better understand additional sources of support for students on successful completion of the capstone as well as support for faculty in understanding the importance of the type of embedded feedback they can provide to support online doctoral students.

INTRODUCTION A research paper is a part of academic writing where there is a gathering of information from different sources. It is multistep process. Selection of title is the most important part of research writing. The title which is interesting should be chosen for the research purpose. All the related information is gathered and the title for research is synthesized. After thorough understanding and developing the title, the preliminary outline is made which maintains the logical path for its exploration. After preliminary research, proper research work is started with collection of previous resources which is then organized and important points are noted. Then research paper is written by referring to outlines, notes, articles, journals and books. The research paper should be well structured containing core parts like introduction, material and methods, results and disscussion and important additional parts like title, abstract, references. [ABSTRACT FROM AUTHOR]

Manuscript writing support services using AI technology have become increasingly available in recent years. In keeping with this trend, we need to sort out issues related to authorship in academic writing. Authorship is attached to the contribution of researchers who report innovative research, the originality of which forms the core of their identity. The most important originality is demonstrated in the discussion of study findings. In the discussion section of this paper, we argue that if a researcher uses AI-based manuscript writing support to draft the discussion section, this does not necessarily diminish the researcher's originality. Rather, AI support may allow the researcher to perform creative work in a more refined fashion. Presumably, selecting which AI support to use or evaluating and properly adjusting AI would still remain an important aspect of research for researchers. It is thus reasonable to view a researcher as a cooperative existence realized through a network of cooperative work that includes the use of AI. Discussions on this topic will be scientifically and socially important as AI technology advances in the future. [ABSTRACT FROM AUTHOR]

A stylised fact in bibliometric research is that in the field of management studies, half or more of the papers published are never cited. If true, this implies that efforts and resources are considerably wasted because half of the academic work is not considered worthy by the same community that developed them. We studied a sample of 2777 papers published in 20 journals and representing different levels of quality. Of these, only 191 papers, representing 6.5% of the sample, were never cited, suggesting that the aforementioned stylised fact is a myth. We identified the factors that contribute to the level of citations, including the ranking of the journal in the quality list, time since last citation, and number of authors. The implications discussed suggest a need for reflection regarding the relevance of the factors that predict future citations. [ABSTRACT FROM AUTHOR]

We develop a conceptual framework and provide empirical evidence that helps to explain why management scholars submit the same paper to more than one scholarly conference, a practice referred to as "double dipping." Drawing from general strain theory, we find that certain features of the social and national institutional context in which these scholars are embedded provides motivation for and facilitates rationalization of engagement in the double-dipping practice. Specifically, our results show that the incidence of conference paper double dipping is greater for junior scholars and for those currently affiliated with research-intensive universities. We also find that authors who received their highest educational degree in countries with higher levels of corruption are more likely to engage in double dipping. The study provides a better theoretical understanding of contextual factors that may lead individuals to engage in questionable academic practices. We hope our findings will raise this issue to fuller scrutinywithin the Academy, and motivate some potential remedies to reduce the frequency of this questionable behavior. [ABSTRACT FROM AUTHOR]

Peer feedback is widely used in second and foreign language writing contexts. While second language (L2) proficiency is likely to be an important factor in determining peers' ability to give and utilize feedback, its contribution has been relatively under-researched. In the present study, 54 undergraduates in a foreign language writing context gave and received feedback on two different texts. The quantity and type of feedback given and incorporated were analysed, looking at whether these changed or preserved meaning. Generalized linear mixed models were used to assess whether the L2 proficiency of the reviewer (reviewer proficiency) and writer (writer proficiency) in each dyad determined the quantity and type of feedback given and incorporated. Results showed that reviewer proficiency significantly predicted the number of suggestions made. Writer proficiency did not significantly predict the number of suggestions, though lower proficiency writers incorporated significantly fewer meaning-related suggestions into their revised texts than higher proficiency writers. Differences in giving and incorporating suggestions also emerged for different pairings (i.e. matched or mixed proficiency), though these were not significant. The present findings provide further insight into understanding how L2 proficiency modulates the peer feedback process.

This paper aims to investigate the rhetorical structure of the results and discussion section of scientific papers of the colleges of Life Sciences and Exact, Technological and Multidisciplinary Sciences. In addition to investigating rhetorical relationships, clues (linguistic signals) that signal the relationships are also investigated. The theoretical-methodological model adopted is the Rhetorical Structure Theory (RST), a descriptive theory that studies the organization of texts, characterizing the relations held between its parts. [ABSTRACT FROM AUTHOR]

Publishing in premier journals is a multifaceted challenge that requires not only conducting impactful research but also mastering the art of scholarly writing. This article offers a comprehensive guide, specifically tailored for quantitative research, a dominant methodology in premier journals. The guide systematically navigates through each section of a quantitative research paper—title, abstract, keywords, introduction, literature review, methodology, results, discussion, conclusion, and references—providing clear, actionable advice. Drawing from a research publication in a Q1‐ranked journal as an illustration, this guide elucidates the nuances of constructing an engaging and rigorous quantitative research paper. The guide also delves into the expectations of editors and reviewers, offering innovative strategies and insights to enhance the clarity, coherence, and persuasiveness of submissions. Designed to resonate deeply with quantitative scholars, this guide empowers researchers to craft research papers that not only align but surpass the expectations of premier journals. [ABSTRACT FROM AUTHOR]

An editorial is presented on the topic of theory-building process and how the editorial team of Academy of Management Review (AMR) can aid potential AMR authors in writing conceptual articles that will be accepted for publication. An overview of how the demystification process was implemented at AMR is discussed.