BABAKOVA T., DOBRININA O., YUSUPOVA L. ORGANIZATIONAL AND DIDACTIC APPROACHES TO CREATING AND FUNCTIONING OF ACADEMIC WRITING CENTRE IN A REGIONAL UNIVERSITY. LIFELONG EDUCATION: The 21st Century.
2023. № 3 (43). DOI: 10.15393/j5.art.2023.8645


Issue 3 (43)

Lifelong learning in the modern world: the research and design methodology
pdf-version

ORGANIZATIONAL AND DIDACTIC APPROACHES TO CREATING AND FUNCTIONING OF ACADEMIC WRITING CENTRE IN A REGIONAL UNIVERSITY

BABAKOVA Tatiana A.
Doctor of Pedagogical Sciences, Professor, Department of Theory and Methodology of General and Vocational Education, Institute of Pedagogy and Psychology
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
babakova@petrsu.ru
DOBRININA Oksana L.
PhD in Pedagogy, Associate Professor of the Department of Foreign Languages for Natural-technical Specialties and Areas, Institute of Foreign Languages
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
oksdobr@mail.ru
YUSUPOVA Liliya N.
Senior Lecturer of the Department of Foreign Languages for Humanities
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
english.tutor.lnyusupova@gmail.com
Keywords:
academic literacy
academic writing in Russian and English
Academic Writing Centre
higher education
polyfunctional and collaborative approaches; continuous and staged education
bilingual
transdisciplinary and interdisciplinary approaches.		 Abstract: the requirement for educators’ and students’ publishing activity increases the number of publications; however, it does not noticeably affect the quality. The problem of the quality of Russian authors' publications should not be solved only by focusing on the leading universities, where most academic writing centers operate today, but by supporting the initiative to develop academic writing in small (regional) universities. The solution of organizational, methodological, personnel problems in the regional university is associated with the integration of its own resources and directions in the development of academic writing. The goal of the article is to present the research results aimed to identify a set of organizational and didactic approaches to creating and functioning of Academic Writing Centre in a regional university. The analysis of domestic and foreign sources on the problems of academic literacy, academic writing, and academic writing centres practices in higher education was used to determine a set of approaches to be implemented in the work of Academic Writing Centre at a regional university. The empirical part of the research involves testing the suggested approaches in the activities of the Petrozavodsk State University Academic Writing Centre, analysing and evaluating the results of the experimental work through questionnaires and interviews. The article suggests the following approaches to the functioning of such academic writing centers: 1) organizational (polyfunctional and collaborative approaches with continuous and staged introduction of academic writing courses into teachers' and students' curricula), 2) didactic (bilingual, transdisciplinary, interdisciplinary, practice-oriented, and interactive approaches). The set of approaches is expected to gradually and systematically develop academic writing in a regional university. The article presents the results how the above mentioned approaches have been practically implemented in the activities of the Petrozavodsk State University Academic Writing Centre. The research results revealed in the article contribute to the development of the theory and practice of academic writing in Russian higher education. It is expected that the implementation of the approaches presented will allow gradual and systematic development of academic writing in a regional university.
Paper submitted on: 05/16/2024; Accepted on: 08/25/2023; Published online on: 09/26/2023.

 

References

  1. Parkacheva V. L., Trostyanskaya I. B., Grishakina E. G., Polikhina N. A. Government Support for Universities: Regional Coverage. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2022. Vol. 3 (6). P. 9‒26. DOI: 10.31992/0869-3617-2022-31-6-9-26 (In Russ.)
  2. Bazanova E. M., Korotkina I. B. [Russian  Writing  Centers  Consortium] [Electronic resource]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2017. No. 4. P. 50–57. Electron. dan. URL: https://vovr.elpub.ru/jour/article/view/1009/906 (date of acсess 20.10.2022). (In Russ.)
  3. Smirnova N. V. Fostering academic literacy and academic writing in university: from theory to practice. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2015. No. 6. P. 58–64 (In Russ.)
  4. Korotkina  I. B. Academic literacy and assessment in the education paradigm. Tsennosti i smysly [Values and Meanings]. 2017. No. 5 (51). P. 109‒126. (In Russ.)
  5. Academic Literacy: A Statement of Competences Expected of Students Entering California’s Public Colleges and Universities. Intersegmental Committee of the Academic Senates (ICAS). 2002. 88 p. [Electronic resource]. Electron. dan. URL: https://senate.universityofcalifornia.edu/_files/reports/acadlit.pdf (date of acсess 20.10.2022).
  6. Rotgon S. G. Writing Centers in Russian Universities: Goals, Objectives and Impediments. Nepreryvnoe obrazovanie: XXI vek [Lifelong Education: The 21st century]. 2019. No. 1 (25). DOI: 10.15393/j5.art.2019.4486 (In Russ.)
  7. Publishing Research in English as an Additional Language: Practices, Pathways and Potentials / Cargill M., Burgess S.  (eds.). Adelaide. 2017. 277 p. [Electronic resource]. Electron. dan. URL: https://www.adelaide.edu.au/press/titles/english-pathways/english-pathways-ebook.pdf (date of acсess 19.01.2023).
  8. Suchkova S. A. Russian Model of a Writing Center: The Case of the Higher School of Economics. Emerging Writing Research from the Russian Federation. WAC Clearinghouse, University Press, Colorado; 2021. P. 153–170. DOI: 10.37514/INT-B.2021.1428.2.06
  9. Glushko T. Developing Writing Centers in Russia: A Balancing Act. Emerging Writing Research from the Russian Federation. WAC Clearinghouse, University Press, Colorado, 2021. P. 127–152. DOI: 10.37514/INT-B.2021.1428.2.05
  10. Aksakalova O., Squires L., Ashley A Transitional Training Model for Peer Tutors: Authority, Rhetorical Awareness, and Language in/through Virtual Exchange Practices. Emerging Writing Research from the Russian Federation. WAC Clearinghouse, University Press, Colorado; 2021. P. 171–192. DOI: 10.37514/INT-B.2021.1428.2.07
  11. Corbett S. J. Tutoring Style, Tutoring Ethics: The Continuing Relevance of the Directive / Nondirective Instructional Debate. Praxis: A Writing Center Journal. 2008. No. 5.2. P. 148–155.
  12. Kolesnikova N. I. Russian Scientific Style vs Academic Writing, Society. Communication. Education. 2022. No. 13 (1). P. 36–47. DOI: 10.18721/JHSS.13104
  13. Belyakova L. F. Sidorova T. L., Petruneva R. M., Vasilyeva V. D. Improvement of Speech Culture of Technical University Students. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2016. No. 6 (502). P. 154‒161. (In Russ.)
  14. Korotkina I. B. Russian Scholarly Publications in Anglophone Academic Discourse: The Clash of Tyrannosaurs. Integraciya obrazovaniya [Integration of Education]. 2018. No. 22 (2). DOI: 10.15507/1991-9468.091.022.201802.311-323 (In Russ.)
  15. Krasnova T. I., Lugovcova E. I. Missteps and annoying violations of norms academic letters in faculty publications. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2012. No. 5. P. 37‒43 (In Russ.)
  16. Zashikhina I. M., Pechinkina O. V. Scientific Publications Format IMRaD for Social and Humanities Research: A Chance to Be Heard. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2022. No. 31 (10). P. 150–168. DOI: 10.31992/0869-3617-2022-31-10-150-168 (In Russ.)
  17. Lynn S. Rhetoric and Composition. Cambridge, 2010. 330 p. DOI: 10.1017/CBO9780511780172
  18. Abramova N. V., Essina I. Y. Innovative strategies in bilingual education. Fundamental'nye issledovanie [Fundamental Research]. 2014. No. (6-2). P. 345‒349. (In Russ.)
  19. Blake T. Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual. International Journal of Bilingual Education and Bilingualism. 2018. No. 21 (8). P. 1041–1048.
  20. Constant L., Guadalupe V. Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World. The Modern Language Journal. 2019. No. 103 (2). P. 348–370. DOI: 10.1111/modl.12568
  21. Young A. Teaching Writing Across the Curriculum. 4th ed. Upper Saddle River, New Jersey, 2006. 82 p. [Electronic resource]. Electron. dan. URL: https://wac.colostate.edu/docs/books/young_teaching/young_teaching.pdf (date of acсess 19.01.2023).
  22. Popova N. G., Koptyaeva N. N. Akademicheskoe pis'mo: stat'i IMRAD: ucheb. posobie dlya aspirantov i nauchnyh sotrudnikov estestvenno-nauchnyh special'nostej [Academic writing: IMRAD articles. A training manual for postgraduate students and researchers in the natural sciences]. Yekaterinburg, 2014. 160 p. [Electronic resource]. Electron. dan. URL: http://i.uran.ru/nasledie/content/akademicheskoe-pismo-stati-imrad (date of acсess 19.01.2023). (In Russ.)
  23. Kolesnikova N. I. Ot konspekta k dissertacii [From Abstract to Dissertation: Textbook on the Development of Writing Skills]. Moscow, 2012. 288 p. (In Russ.)
  24. Korotkina I. B. Akademicheskoe pis'mo: process, produkt i praktika: ucheb. posobie dlya vuzov [Academic Writing: Process, Product and Practice: Teaching Manual for Universities]. Moscow, 2016. 295 p. (In Russ.)
  25. Korotkina I. B. The Story of Writing: From Classical Rhetoric to Rhetoric  and Composition. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2021. No. 30 (12). P. 75‒86. DOI: 10.31992/0869-3617-2021-30-12-75-86 (In Russ.)
  26. Chin A. Impact of Bilingual Education on Student Achievement. IZA World of Labor. 2015. No. 131. DOI: 10.15185/izawol.131
  27. Jonathan H. Toward a Unified Writing Curriculum: Integrating WAC/WID with Freshman Composition. The WAC Journal. 2006. No. 17. P. 5–23. DOI: 10.37514/WAC-J.2006.17.1.01
  28. Babakova T. A. Readiness of students for independent learning activities in higher education. Vestnik vysshej shkoly [Bulletin of Higher Education]. 2019. No. 1. P. 47–54. (In Russ.)
  29. Dobrynina O. L. Abstract of an Article in Engineering Sciences and its Machine Translation. Resources and Technology. 2022. No. 2 (19). P. 103–117. DOI: 10.15393/j2.art.2022.6223 (In Russ.)
  30. Dudnik L. V., Putilovskaya T. S. Educational Paradigm of Academic Writing. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2020. No. 29 (1). P. 88–97. DOI: https://doi.org/10.31992/0869-3617-2020-29-1-88-97
  31. Zashikhina I. M. Academic Writing: A Discipline or Disciplines? Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2021. No. 30 (2). P. 134–143. DOI: 10.31992/0869-3617- 2021-30-2-134-143. (In Russ.)
  32. Baker C. Foundations of Bilingual Education and Bilingualism. Clevedon, UK, 2011. 480 p.
  33. Yusupova L. N. Propaedeutic Course in Academic Writing for the Student Research Community. Nepreryvnoe obrazovanie: XXI vek [Lifelong Education: The 21st century]. 2022. No. 3 (39). DOI: 10.15393/j5.art.2022.7849 (In Russ.)
  34. Korotkina I. B. Modeli obucheniya akademicheskomu pis'mu. Zarubezhnyj opyt i otechestvennaya praktika [Models of teaching academic writing. Overseas practices and domestic experience].  Moscow, 2023. 219 p.

Displays: 360; Downloads: 69;

DOI: http://dx.doi.org/10.15393/j5.art.2023.8645